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THE CITY OF NEW YORK -5—* 



W ZVJ y r k (cm board . OF EDUCATION 

n ' " THE CI 



Twenty -third Annual Report 



OF THE 



Superintendent of Schools 



1921 



REPORTS ON SPECIAL CLASSES 

MENTAL DEFECTIVES — OPEN AIR CLASSES — 
THE BLIND AND SIGHT CONSERVATION — THE 
DEAF — THE CRIPPLED — INDUSTRIAL AND 
PLACEMENT WORK — THE CARDIAC — SPEECH 
IMPROVEMENT — TRUANT AND PROBATIONARY 
SCHOOLS — VISITING TEACHERS 



PRESENTED TO THE BOARD OF EDUCATION 
JANUARY 25, 1922 



O^ 






LidRARY OF C0;4GR£SS 
RECEIVED 

NGVl 9 1323 • 

DOCUMENTS DIVISION j 






TABLE OF CONTENTS 



PAGE 

Foreword 8 

Letter of Transmittal 10 

Physical Training 21 

Dr. Smith's report 21 

Present registration 21 

Growth 21 

Outdoor and open air classes 24 

Outdoor classes 25" 

Open air classes 27 

Open window classes 29 

Part time classes 31 

Rest period 32 

New schedule 33 

Prophylactic treatment 34 

Cardiopathic children 38 

School program 44 

Chart for observation 47 

Results 51 

The deaf 56 

The blind and sight conservation 59 

Crippled children 61 

Orthopedic defects 64 

Records of treatment 66 

Graduates 67 

Classes in high schools 69 

Helpless cripples 69 

Physical records 70 

School progress 71 

Occupation therapy 74 

Results 74 

Milk service 76 

Ungraded Classes 78 

Miss Farrell's report ". . . 78 

Status and statistics , 78 

Extension of classes needed 79 

Assistance needed 80 

Psychological examination and educational tests 81 

Examination of elementary school pupils 82 

Procedure 82 

Individual examination 83 

Group examination 83 

Educational tests 85 

Individual psychological examination . 85 

Correlation 86 

Reports to school principals 86 

Clinics 89 

Bureau of Attendance hearings 89 

Washington Irving High School 90 

Examination of children of pre-school age 93 

Report of visiting teachers 94 

Reason for reference to visiting teachers 96 



O- 



PAGE 

Cases investigated 96 

Survey of nationality of children 97 

Points of interest 100 

Open Air Classes 102 

Dr. Baker's report 102 

Scope of work 102 

Advancement of work 102 

Part time classes 103 

Extra feeding 104 

Records 105 

Statistics 106 

Scholarship record 107 

Equipment 109 

Teachers' meeting 110 

Increase in classes 110 

Teachers Ill 

Mothers' meetings 112 

Conclusions 112 

Summary 113 

Dr. Smith's report 2 1-34 

The Blind and Sight Conservation Classes 115 

Miss Moscrip's report 115 

Distribution of classes 115 

Function of the department 116 

New salary schedule 116 

Mental survey 116 

Eye hygiene 116 

Recommendations 117 

Dr. Smith's report 59-61 

Dr. Baker's report 119 

Eye clinics . 119 

Refraction work 120 

Aim of sight conservation work 121 

Results noticed 121 

Educational value 123 

Cause of loss of vision 123 

Cooperation of the eye clinics and the schools 1 24 

Handicap of defective vision 124 

Importance of proper light 125 

Skillful refraction 125 

A pressing need 126 

The Deaf 128 

Miss Kearns' report 128 

Growth and progress 128 

Statistics 130 

Partially deaf children in schools 131 

Medical staff 132 

Progress in language work 134 

Contributions 134 

Our associations 135 

Graduates 135 

Our big need 136 

Dr. Smith's report 56-59 



PAGE 

The Crippled 61 

Dr. Smith's report 61-74 

Helpless cripples • 69-137 

Cardiopathic Cases 140 

Dr. Halsey's report 140 

Facts sought 140 

Medical supervision 141 

Classification of patients 141 

Importance of certain features 142 

Results accruing 143 

Mrs. Scheider's report on attendance at Educational AlUance 143 

Dr. Smith's report 38-56 

Industrial and Placement Work 147 

Miss Ronzone's report 147 

Statistics ' 147 

General purposes 147 

Educational value 148 

Trade value 148 

Physical value 149 

Teacher's training classes 151 

Progress in industrial training 152 

Placement work 153 

Follow-up system 153 

Pressing needs 154 

Speech Improvement 155 

Dr. Martin's report 155 

Composite report 155 

Stammering, stuttering 155 

Lisping 156 

Lallation 156 

Acute defective phonation 157 

Foreign accent 157 

Acute nasality 158 

Aphonia 158 

The deaf 158 

Unclassified defects 159 

Advancement and need 159 

Parental and Truant Schools 160 

Mr. Fitzpatrick's report 160 

Statistics 160 

Location and buildings 162 

Supervisors and teachers • • • ■ 162 

Commitments, paroles and discharges 1 64 

Industrial assignments 164 

Aims and methods 164 

Results •. . ■ ■ 165 

Graduates 168 

Work done 168 

Distribution of pupils 170 



<0^ 



PAGE 

A school day 171 

The Brooklyn Truant School 172 

Recommendations 172 

The Manhattan Truant School 173 

Miss Leonard's report 173 

Statistics 173 

Program of daily work 174 

School work 174 

Environment 174 

Probationary Schools 176 

P. S. 120, Manhattan, Miss Jones' report 176 

Admission and discharges 176 

Aims of the work 177 

Grade and intelligence surveys 177 

Case histories 182 

Home mechanics and sanitary engineers 184 

Printing room 187 

Drives for relief funds 189 

School lunch service 189 

Entrance class 191 

Speech correction 191 

Typical instances 193 

Advance steps 195 

P. S. 61, Brooklyn, Miss Nicol's report 202 

Problem of changes 202 

Nationalities represented 204 

Follow-up 206 

Morning inspection 207 

Canteen 207 

School bank 207 

Garden 207 

Work shop 209 

Novelty shop 209 

Physical training 210 

Business methods and school work 210 

Drives 212 

Suggestions 213 

P. S. 37, Manhattan, Mr. Chatfield's report 214 

Organization 214 

The annex 214 

Purpose 214 

Manual work 215 

Typewriting 216 

Health 217 

Visiting Teachers 219 

Assignments 219 

Scope of work 219 

Helpful agencies 219 

Plan of work 220 

Interesting cases 220 



Members of the Board of Education 



Anning S. Prall, President George J. Ryan, Vice-President 
A. Emerson Palmer, Secretary 

Harry B. Chambers Mrs. Emma L. Murray 

John A. Ferguson, M.D. Arthur S. Somers 

M. Samuel Stern 



FOREWORD 



TO THE BOARD OF EDUCATION. 
Ladies and Gentlemen : 

I beg leave to submit herewith, the report of Associate Super- 
intendent Andrew W. Edson, which deals with the special classes 
subject to his supervision. The report also presents in detail the 
work done in the truant and probationary schools and also the 
work of visiting teachers. 

Although the report deals with children, the majority of 
whom are handicapped because of bad health or poor physical and 
mental endowments, it carries a message of good cheer and of 
democratic schooling. 

One cannot read these pages without being impressed with the 
fact that the children who are now so admirably cared for are 
similar to those who in earlier days were either totally neglected 
or were placed in unfair competition with normal children. To- 
day the modern school, when properly organized, provides for 
these children special care and skillful instruction which not only 
insures their physical and mental growth, but in a larger sense 
transforms the entire spirit of their daily lives. Instead of being 
objects of scorn, pity or neglect, these children live in a school 
atmosphere of sympathetic guidance and helpfulness which serves 
to create a self-esteem and a self-confidence which are the basis 
of fine character development. 

As one reads the report, perhaps the most appealing cases 
encountered are those of the helpless cripples, the harvest of the 
poliomyelitis epidemic, who formerly remained at home and were 
denied organized instruction and training. Since these children 
could not come to the school, the Board of Education, in its wis- 
dom, decided to send the teacher to them. These excerpts from 
Dr. Edson's report reveal the spirit and the effects of this service: 

"The coming of the home teacher is the sunny hour of the day for 
the helpless child. One teacher, through illness, was unable to visit 



her pupil and notice was sent to the mother. She telephoned to inquire 
about the teacher the next day. On the second day the child said : 
'Mother, don't telephone. I am afraid they will say my teacher cannot 
come and that would finish me.' " 

"One little girl said : 'Oh, Mother, today I had a real teacher. It's 
just like hearing a fairy-tale and waking up and finding it true.' " 

These excerpts are suggestive of the Hght that has come into 
the Hves of children who formerly were unhappy and inefficient 
and at times even totally neglected, in school organizations that 
consisted of class units made up of children promiscuously 
grouped on the assumption that mentally and physically they con- 
formed to a mythical average. 

The sole criticism of these special classes is the high per capita 
cost due to the need of well-paid technically trained teachers, the 
special equipment needed for such classes, and the small register 
maintained. However, a democratic scheme of education must 
not subordinate the imperative needs of the child to the mighty 
dollar that appears so formidable during budget hearings. Our 
schools must stand ready to receive all types of children who can 
profit by proper instruction and supervision to the extent that on 
leaving their benevolent control they can become independent 
economic units, making the reasonable contributions to citizenship 
and the productiveness of the community. 

In concluding this brief foreword, I wish to express my deep 
admiration for the devotion and intelligence with which Associate 
Superintendent Andrew W. Edson has given himself to this work. 
In entering upon his well-earned retirement, after many years of 
honorable service. Dr. Edson carries with him the good opinion 
and the good will of a host of friends, but in addition, I am sure 
that the gratitude of these children whom he has so long super- 
vised will be with him all his days. His reward will be that which 
comes to those who say, with the Master : "Sufifer little children 
to come unto me." 

Very truly yours, 

WILLIAM L. ETTINGER, 

Superintendent of Schools. 



Dear Sir: 



10 

Sept. 30, 1921. 
DR. WILLIAM L. ETTINGER 
Superintendent of Schools 



I submit herewith a report for the year 1920-1921 on the edu- 
cation and training- of mental defectives; of the blind, near-blind, 
deaf, cardiopathic and crippled children ; of children having 
speech defects ; of children in the truant and probationary schools ; 
and the reports of visiting- teachers. 

Owing to the great expense of supporting special classes, the 
teachers in charge were required to hold their attendance as far 
as possible to the following maximum : 

Crippled 25 

Open air 25 

Ungraded 18 to 20 

Cardiac 25 

Blind 15 to 18 

Sight Conservation 15 to 20 

Deaf 10 to 12 

And in order to insure an average attendance of this number, it 
was suggested that the register of the classes be 5 or 6 more than 
the number indicated. The teachers were requested to report on 
the 15th day and at the close of each month whenever the attend- 
ance falls below the number suggested; to give close, individual 
attention to each jnipil ; and to make home visits as often as pos- 
sible. This action has tended to increase the attendance of chil- 
dren in these classes and to improve the conduct of the work. 

During the past year the schedules of salaries for the teachers 
of special classes were raised, and the by-laws were amended so 
as to call for higher eligibility requirements for license as follows : 

"The completion of courses of study, aggregating not less than 120 
hours along lines appropriate to the applicant's specialty, 60 hours of 
which shall be in technical training and pedagogy, and 30 liours in clin- 
ical study, and 30 hours in specialized training." 

The adoption of this by-law and the better salary offered have 
tended very perceptibly to raise the standard of teaching in these 
special classes. 



11 

Physical Training. — Dr. Smith, Assistant Director of 
Physical Training, on special assignment to the supervision of 
physical training of children in open air and outdoor classes, 
and of children blind or having serious defective eyesight, of 
deaf and crippled children, and of children having serious heart 
trouble, gives a very complete report of her work. Dr. Smith 
also assists in the organization of many of these classes, in 
arranging transportation routes for crippled children, in recom- 
mending equipment for the classrooms, and in preparing the 
budget estimate for the coming year. Her work is of the 
highest value and her rank should be that of director. 

Mental Defectives. — Miss Farrell, Inspector of Ungraded 
Classes, presents a bird's eye view of the great problem in con- 
nection with the education and training of young people of low 
mentality, of children at least three years below grade. 

The term ungraded was adopted to designate classes of chil- 
dren of low mentality, of slow development, so-called sub-normal, 
but yet susceptible of mental growth and development. It was 
thought that this term would lead pupils and parents to look 
with greater favor upon the organization of such classes than 
would be the case if the term "mental defective" classes were 
used. 

If a child is not educable he has no place in the public 
schools. Idiots and low grade imbeciles should be placed in 
institutions. Morons and border line cases in the sub-normal 
group are merely the low end of the intelligence distribution, 
not in a class differing essentially from the so-called normal. 
The difference then between the normal and sub-normal is a 
difference in degree of mental acumen. In the latter case the 
education and training must necessarily advance more slowly 
and may never attain the degree of advancement expected of 
the former class. 

Miss Farrell reports in some detail upon intelligence tests 
given to children three or more years retarded. The first test 
was a group test to determine the children who fell below 70 



12 

I. Q., and then the individual test to determine what children 
of this group should be placed in an ungraded class. 

Intelligence tests should be given to all children in ungraded 
classes at least once a term, to all children committed to the 
truant or probationary schools, and to all children recommended 
by principals for examination because of maladjustment of one 
kind or another. In the near future all progressive educators 
will insist upon a regrading and classification of their schools 
based upon intelligence tests, upon their ability to do work, 
rather than upon age or attainments. 

Open Air Classes. — Dr. Baker, Director of the Bureau of 
Child Hygiene, presents a report on the work of her department 
in connection with the public schools. Dr. Baker would extend 
the opportunity of open air instruction to every child in the 
school system, as the ultimate solution for preserving the phys- 
ical condition of our school children and thereby rearing a 
healthy nation. She states that it would require 560 classes 
to provide accommodations for all children exposed to tuber- 
culosis in their homes. In order to fairly accommodate the 
children in our schools there should be at least one class in 
each school as it is difiicult if not impossible to get parents to 
consent to a transfer of their children to an open air class in 
another school. 

Dr. Smith in her report has covered the ground of open 
window and outdoor classes as well as of open air classes. 

The Board of Education makes this clear distinction between 
open air, open window, and outdoor classes. Open Air classes 
are organized for contact cases — cases exposed to tuberculosis 
in their homes and for arrested cases of pulmonary tuberculosis. 
The sources of supply are contact cases and arrested cases of tu- 
berculosis registered in the Board of Health Tuberculosis Clinics, 
or registered in the clinics of the Brooklyn Bureau of Charities 
and the New York Association, and similar cases referred by 
family physicians. Open Windoiv classes are for diathesis cases 
— not contact cases — and malnourished or so-called anemic cases 



13 

uncomplicated by tuberculosis. The sources of supply are pupils 
transferred from open air classes, anemic and malnutritions chil- 
dren selected through school surveys, children who show languor 
and fatigue before the close of the day, children who are fre- 
quently absent from school because of colds, and children of 
these types referred by physicians. Outdoor classes, located on 
abandoned ferryboats, on the roofs of hospitals and in sani- 
tariums, as annexes of public schools, are organized for pul- 
monary tuberculosis cases. The sources of supply are all cases 
of pulmonary tuberculosis registered in the Board of Health 
Tuberculosis Clinics, or in the clinics of the Brooklyn Bureau 
of Charities and the New York Association. 

Open Air classes have special equipment in most cases, cots, 
movable chairs, and sleeping bags, and a rest period of an hour 
is allowed either immediately preceding or following the noon 
luncheon. Pupils in the open window classes have no special 
equipment, save extra clothing of their own on cold days. Open 
window classes should be organized in every school. Very many 
children will gain in health and strength if their school hours 
are spent in the open air. 

The Blind and Sight Conservation Classes. — Miss Mos- 
crip, Inspector of Classes for the Blind, reports upon eleven 
classes of blind children, two in the high schools and nine in 
the elementary schools, and upon twenty-seven sight conserva- 
tion classes. 

There are a few blind children attending the Brooklyn high 
schools not properly cared for, and over five hundred pupils 
with defective vision who have been examined and placed upon 
the waiting list because of a lack of funds. Miss Moscrip urges 
as the most pressing needs — (1) a visiting teacher to investigate 
cases of low vision, to get children to clinics, to see that prescrip- 
tions for glasses are filled, to arrange transportation to and from 
school, to provide guides, and to secure school and home coopera- 
tion; (2) an assistant supervisor to assist in class organization 
and to render assistance to children in high schools; and (3) 



14 

the assignment of a teacher of music to give piano instruction. 
Her requests are reasonable and should he granted. 

Dr. Baker, in reporting upon the work of the eye clinics, 
indicates the aim of sight conservation classes — to provide con- 
ditions under which the partially sighted children may study 
without further injury to the eyes, and to provide an oculist for 
the proper supervision and treatment of children with defective 
vision. She explains the relation of the eye clinics to the 
schools and urges as a pressing need a dissipation of the fixed 
impression that there is some stigma or disgrace attached to 
sight conservation classes, so that parents and pupils will 
cooperate more readily in carrying on the work of saving the 
eyesight of these many children with poor vision. 

Dr. Beals, supervising oculist at the clinics, is rendering 
remarkably fine service along the line indicated. 

Dr. Smith reports upon the value of physical training of the 
blind in giving these children good posture, an alert and lively 
step, confidence, courage, and a more perfect body control. 
This is brought about in the best way by training in regular 
classes. 

Dr. Smith calls attention to the fact that no provision has 
been made for the extension of specialized physical training 
for blind children attending secondary schools, and thus much 
of the benefit which these children derived in elementary schools 
is gradually lost. Under the double session plan in the high 
schools no opportunity is afforded for association of blind children 
with the regular classes in physical training. 

The Deaf. — Miss Kearns, principal of the School for the 
Deaf, reports a very gratifying growth and progress of the 
ichool since its organization ten years ago. Of the 326 at pres- 
ent on register, 169 are totally deaf, 96 partially deaf, and 61 
who have some perception of sound but not enough to aid 
instruction. As a result of circular letter to principals last term, 
over 600 pupils were reported to the school as having imperfect 



15 

hearing. Of the 105 that were examined by the aurist, 'hi were 
recommended for admission to the school as they were quite 
deaf, while others were recommended to attend clinics. 

Dr. Smith calls attention to the need of suitable space for 
physical training. The crowded conditions in the old building 
present obstacles to effective work in specialized training. The 
poor lighting facilities make it extremely difficult for the children 
to see what the teacher says to a group as directions are given. 

The great need of the school is a larger and more suitable 
building. At present two classes occupy each classroom while many 
of the rooms are dark and unsuitable. Well Hghted rooms are 
especially needed in a school for the deaf where the children 
depend entirely upon movement of the lips and tongue to guide 
them in their conversation. The need of a new building cannot 
be urged too strongly. 

The Crippled. — Classes for 2,000 crippled children in 44 pub- 
lic schools and classes for over 500 crippled children confined to 
children's wards in hospitals have been organized. These children 
are intellectually keen and are anxious to receive an education. 
They are delighted with the opportunity to attend school and work 
earnestly to gain the education they so much desire. There is 
an insistent demand for more classes, the increase due largely 
to the poliomyelitis epidemic of 1916-17. 

The chief item of expense in the education of crippled children 
is transportation. The Department of Education through the 
Bureau of Supplies provides two motor drawn stages, but the 
greater part of the transportation is provided through contrac- 
tors who operate stages. There would be a more economical 
and more satisfactory service rendered if the transportation were 
provided by city owned stages. These stages could then be used 
for additional service in transporting children to and from clinics, 
in transporting supplies and equipment to schools, and in trans- 
porting milk and lunches to the schools. 

The most appealing cases, without question, in the list of 
exceptional children in need of special care and treatment are 



16 

helpless cripples, confined to their homes, nnable to be trans- 
ported to nearby schools, but anxious to receive an education. 
By careful management we have been able, w^ith the limited 
appropriation, to provide instruction for 172 such children at 
their homes, but we have upon our waiting list 250, and the 
number is increasing daily, for whom no instruction can be 
provided by the Board of Education.' 

The instruction offered to the 172 children is limited, the 
most of them receiving only one and one-half hours of instruc- 
tion per day, three days per week. This is provided by substitute 
teachers who serve eight children at their homes, four per day, 
three days per week. By outlining work for these children, by 
guiding and directing them in their study, by cooperating with 
the parents, these teachers are rendering fine service to these 
sadly handicapped children. In a few instances the children 
are taught by teachers from nearby schools after the regular 
school session of the day is over. 

There is a pressing need, an imperative demand, for an 
appropriation large enough to provide all of these helpless crip- 
ples with teachers. And this instruction should be at least two 
hours per day, five days per week, rather than one and one-half 
hours, three days per week. Each teacher could then have the 
instruction of three children throughout the week for the school 
year. 

Cardiopatiiic Cases. — Dr. Halsey, of the New York Post 
Graduate Hospital, reports briefly upon the medical problem 
of educating children with serious heart trouble. His report 
is of a preliminary nature, merely indicating the line of study 
that he and his associates are making, the purpose in view, the 
classification agreed upon, the importance of certain features, 
and the results accruing. 

Mrs. Scheidcr, principal of Public School 75, Manhattan, 
gives a comparative study of the attendance of cardiopathic pupils 
in regular and s])ecial classes in the annex to Public School 75 
for the past three years. This record shows an average gain 
of 36 days per term for the pupils attending the cardiac classes. 



17 

Dr. Smith gives a more detailed report on the organization 
and conduct of these classes, the after school activities, and the 
results so far attained. 

The whole efifort thus far is to attempt to find out the neces- 
sity of segregating- pupils with serious heart trouble, of placing 
them in small classes, under favorable conditions, with close 
medical supervision, in order to enable them to gain physically 
and to improve their school attendance and record. Thus far 
the reports are most encouraging. 

Industrial Work for the Physically Handicapped. — 
Miss Ronzone, Inspector of Industrial and Placement Work for 
Physically Handicapped Children, reports upon the general pur- 
poses of her work, the educational trade and physical value, the 
progress made, and the pressing needs. Miss Ronzone has con- 
ducted a training class with the teachers throughout the. year 
in order to bring the preparation for trade work up to a high 
standard. She has been very successful in finding places for many 
handicapped children in the trade of their choice. She urges that 
more time for hand work be given these children in order to better 
prepare them to enter trades. 

Speech Improvement. — Dr. Martin, Director of Speech Im- 
provement, summarizes the work of his department for the past 
year along the lines of stammering, stuttering, lisping, lallation, 
acute defective phonetics, foreign accent, acute nasality, aphonia, 
and other voice defects. The fact that 2971 children in the 
elementary schools received treatment for stammering and stut- 
tering the past year and that from reports of principals at least 
3,000 suffering from this defect received no attention whatever 
from the department shows the need of an increased number 
of teachers for this work. Speech defect is such a serious handi- 
cap in securing desirable positions in business and in carrying 
on work in high schools that great efforts should be made in 
early life to remedy the defect. 

Dr. Martin has rendered fine service to the department in his 
five years as Director of Speech Improvement. 



18 

Truants. — Mr. Fitzpatrick, principal of the Parental School 
in Flushing and of the Brooklyn Truant School, and Miss 
Leonard, in charge of the Manhattan Truant School, present the 
aim of these schools, the scope of the work carried on, the 
methods employed, and the results attained. 

The work in these schools is well organized and well con- 
ducted. The three truant schools have a steady register of 400 
boys and for a good share of the year a long waiting list. Owing 
to a plan carried out the past year, more particularly in the 
Brooklyn school, the boys were paroled after a short time at 
the school, and as a consequence nearly 1,000 boys were com- 
mitted to the truant schools for longer or shorter periods. It 
is the consensus of opinion of the teachers employed that the 
short term commitments are of little value. No one is sent to 
the truant school unless the case is serious and a short commit- 
ment has little effect in changing the boy's attitude towards 
school attendance. 

The great need at present is the erection of the three addi- 
tional cottages at the Parental school, a cottage-home for the 
principal, an infirmary, a barn, and hen house, as planned, and 
for which funds are available. When these buildings are erected, 
the three schools can be consolidated, and the work carried on 
more economically and efficiently. 

Miss Jones, Miss Nicol, and Mr. Chatfield, in their report 
of the three probationary schools, state in some detail the prob- 
lem involved, the plan of procedure, and the results attained. 
These schools have a register of nearly six hundred boys, and 
they serve an excellent purpose in checking truancy. There is 
a crying need of several more such schools in the city — at least 
two more in Manhattan, two more in Brooklyn, two in The 
Bronx, and one each in Queens and Richmond boroughs. The 
Teachers' Council recommends that "at least one probationary 
school be established in every two districts in the city." 

The causes of truancy are parental neglect, bad environment, 
physical and mental defects, overage, desire to work, poor teach- 
ing and poor management. Tn a city as large as this and made 



19 

up as it is with its many nationalities and its outside attractions, 
the temptation to truancy is ever present and in many cases 
proves irresistible. If every child has the right to an education, 
the State also has the duty to compel every child to go to school 
up to a certain age, even if the child and his parents do not 
recognize the value of an education and refuse to cooperate with 
the school authorities in providing this education. 

Visiting Teachers. — The six visiting teachers and the 
three teachers of German (on special assignment) have contin- 
ued their good work in bringing about a closer relation between 
the home and school, in leading parents to cooperate in securing 
attendance and effort on the part of their children. The visiting 
teacher as representative of the school discovers the educational 
needs of the children as seen in the home and neighborhood, 
and she cooperates with the community organizations in connect- 
ing the work of thesd organizations with the life of the school. 
She adjusts out-of-school difficulties for the backward, discipli- 
nary, and wayward children, so that in many cases impediments 
to scholarship are removed and much better attendance secured. 

The call for a very considerable increase in the number of 
teachers assigned to this work, a call that comes from principals, 
district superintendents, and local organizations, is so loud and 
insistent that it should be heeded. There should be a visiting 
teacher in each of the 48 districts, and there would be if the 
value of the work were well understood. 

The Board of Superintendents, in a report adopted April, 
1921, states: 

'"The remedy (truancy) most clearly indicated, however, is the 
Visiting Teacher,' is a statement embodying a recommendation of far- 
reaching importance. If we had a visiting teacher for each school dis- 
trict, the problem of incipient truancy and delinquency would be mini- 
mized. This would be especially evident in the case of girls and would 
save the necessity of organizing probationary and truant schools for 
them. The visiting teacher is a cooperating agency between the home 
and school. She explains the law, the value of an education, the 
necessity of maintaining prompt and regular attendance at school, and 
she stimulates parents to have an interest and pride in a good school 



20 



record on tlio part dI llioir iliildri'ii. Slie is one of the i)olciit agencies 
ill making Rood citizens. She is a treincndons force in preventing 
cliiUlren from heconiing criminals and deliiKinents. 

"The report (qnoting from tlie report of the Teachers' Council) 
concludes with the following: 

"'If an adetpiale iiunilier of visiting teachers is employed, and 
ahove all, il a sysU'iii ol i)n>hatioii;iry schools is cstahlished, the prob- 
lem of triiaiuN will di'crcase as liki'wise tlic piH>l)leni of deliniiuency. 
The preventive method is more economical, more effective, more wise, 
more linmanc than the penal method. The greatest waste occurring 
in school administration is that which arises when a school is com- 
pelled to retain among its jnipils exceptional children whose physical, 
mental or moral condition is sucli ihat an excess of lime and energy, 
without proi>ortionate result, must be continually bestowed upon 
them, to the delriment oi normal pupils.'" 

This report is siihiuittod for your consi<l(.M-alion. 

R OS] Kx-t fully, 

ANDREW w. i<:nsoN, 

Associate Siiporiiitctulciit in Charge 
of Special Classes. 



21 



PHYSICAL TRAINING FOR PHYSICALLY HANDI- 
CAPPED CHILDREN 

ADELA J. SMITH, M. D., ASSISTANT DIRECTOR OF PHYSICAL TRAINING 

Of the 816,399 school chikh^en attencHng' the elementary pnb- 
Hc schools of the City of New York, in June, 1921, there are 
13,005 physically handicapped children registered in 423 special 
classes in 251 schools and annexes in five boroughs. This regis- 
ter is equivalent to the entire school population of the average 
eastern city of 70,000 inhabitants. 

The present registration in classes of physically handicapped 
children includes : 

470 carcliopathic children in 18 classes in 14 schools, annexes and con- 
valescent homes. 

660 tuberculous children in 27 outdoor classes in 15 hospitals, ferryboats, 
camps and sanitariums. 

2),Z2Z pretuberculous children in 117 open air classes in 100 schools and 
annexes. 

3,440 children in 94 open window classes in 26 schools. 

123 blind children in 9 classes in 7 schools. 

430 children in 26 sight conservation classes in 23 schools. 

337 deaf children in 36 classes in the School for the Deaf and Annex. 

1,981 crippled children in 79 classes in 29 schools and annexes. 

533 crippled children in 22 hospital classes in 15 hospitals and conva- 
lescent homes. 

172 helpless crippled children receiving home instruction by means of 20 
home teachers and 12 after school home teachers. 

250 helpless cripples, investigated cases on waiting list. 

1,105 physically handicapped children in 20 after school recreation centres. 



GROWTH 

During the last four years, the number of classes of physicall}' 
handicapped children, including the ?>? new classes organized in 



22 

1921, has increased more than 100 per cent., as the following 
summary indicates : 

SUMMARY — PHYSICALLY HANDICAPPED CHILDREN — 1918 TO JUNE, 1921 



Type of Class 


Register 


Number of 
Classes 


Schools, 
Annexes 


Hos- 
pitals, 

Etc. 




1918 


1921 


1918 


1921 


1918 


1921 


Crippled Children, Public 
School Classes 


1,194 

218 
72 

467 

2,616 

3,440 
130 
83 
304 
Exper- 
imental 
study 
with 
volun- 
teer 
teach- 
ers 
92 
32 

150 


1,981 

533 
470 

660 

3,223 

3,720 
123 
430 
337 

172 
251 

1,105 


63 

9 

3 

22 
109 

86 

13 

8 

33 

75 
volun- 
teer 
teach- 
ers 


79 

22 
18 

27 

117 

94 

9 

26 

36 

32 
home 
teach- 
ers 


23 

7 
2 

9 

79 

22 

12 
7 
2 

I Center 


29 


Crippled Children, Hospital 
Classes 


15 


Cardiopathic Children 

Tuberculous Children, Out- 
door Classes 


14 
15 


Pretuberculous Children, 
Open- Air Classes 

Malnutrition and Anaemic 
Children, Open-Window 
Classes 


100 
26 


Blind Children 


7 


Sight Conservation Classes 
Deaf Children 


23 
-> 


Helpless Crippled Children 
Home Instruction 




Waiting List 




After School Recreation 
Centers for Physically 
Handicapped Children. . 


20 


Totals 


8,798 
In- 
cluded 
above 


13,005 

225 


346 
In- 
cluded 
above 


428 
37 


164 
In- 
cluded 
above 


251 


New Classes, 1921 


In- 
cluded 
above 


Totals 


8,798 


13,130 


346 


462 


164 


251 



23 

Even this rapid growth cannot keep pace with the demand 
from anxious parents, physicians, hospitals, health centers and the 
Bureau of Attendance for special school care for the physically 
handicapped children of New York. 

Although the recent poliomyelitis epidemic increased the regis- 
tration of crippled children over 100 per cent, from 1918-1921, 
nevertheless, all the 1916-1917 poliomyelitis cases have not been 
provided with special school care. In 1918 transportation routes 
were arranged for 1,194 crippled children; in 1921 for 2,206 
crippled children, yet many cripples who wanted to attend second- 
ary schools could not do so for lack of stage transportation. 

The demand for special school accommodations for cardio- 
pathic children is greater than the number of classes allowed 
each year. It would take fifty additional classes in five boroughs 
to supply this need in all school districts. 

According to the records of the Board of Health, there are 
over 20,000 pretuberculous children, i. e., those exposed daily to 
tuberculosis in their homes, who are waiting admission to open-air 
classes, and more than five times as many of malnutrition cases 
and anaemic children to open-window classes. 

The School for the Deaf, for years, has had a larger registra- 
tion than it can properly accommodate. Two classes occupy each 
classroom, although each is suitable for one class only. There is 
urgent demand for a new and larger school with special equip- 
ment. 

Regardless of these conditions, less new classes for physically 
handicapped children and less additional home teachers have been 
allowed for 1922 than in any other year. There is urgent need 
for the extension of classes for physically handicapped children, 
so that every one of them may receive the same educational ad- 
vantages as other children, and at the same time have the protec- 
tion provided through such special class with technical supervision 
and treatment of their physical deficiencies. These children need 
a more thorough education than physically normal, for it is by 
this means only that they can be trained to be happy, useful and 



24 

self-supporting citizens instead of an inevitable burden to the city 
in later life. 



OUTDOOR, OPEN-AIR, AND OPEN-WINDOW CLASSES 

Since the organization of open-air classes in the public schools 
of the City of New York in 1910 no regulation in the administra- 
tion of these special classes has had such an extension and bene- 
ficial influence as that adopted this term, whereby pretuberculous 
children or contact cases have been designated as the type of case 
in open-air classes. This group includes not only pretuberculous 
children, i. c, those exposed daily to tuberculosis in their homes, 
but also the arrested cases of pulmonary tuberculosis, recent his- 
tory cases and cases of gland and skin tuberculosis. 

This decision of the Department of Education, aft'ecting as 
it does over 20,000 pretuberculous school children, is the most 
important and progressive work accomplished this year for this 
large group of physically handicapped children. It marks a long 
step forward in the crusade for the prevention and eradication of 
tuberculosis. 

In 1920 the annual report of the Bureau of Child Hygiene 
showed that only 491 pretuberculous children were recommended 
by that division for admission to open-air classes in a total register 
of 2,726. In 1921 only 806 pretuberculous children and arrested 
cases of tuberculosis were referred in a total register of 3,223. 
The great majority — 2,088 children — were those afflicted with 
defective teeth, defective nasal breathing or those who showed 
some evidence of defective nutrition. The balance of 329 cases 
were children with cardiac, pulmonary and nervous diseases and 
orthopedic defects, all of whom .could be accommodated in 
classes of crippled children, cardiopathic children and outdoor 
classes. 

This summary indicates that in the present organization of 
open-air classes there are accommodations for 2,417 pretuber- 
culous children and in the sixteen new classes for 400 children, or 
a total of 2,817. With the present 806 cases now in these special 



25 

classes, the total register would be 3,623, reducing the number 
of pretuberculous children without special school care by nearly 
one-fifth. 

In consideration of the facts shown by this survey, the Depart- 
ment of Physical Training in the last annual report recommended 
that the type of physical defect be the basis for the segregation of 
groups of physically handicapped children requiring open-air 
treatment in outdoor, open-air, and open-window classes. The 
outdoor classes were to be reserved for cases of pulmonary tuber- 
culosis, the open-air classes for pretuberculous children or contact 
cases and cases of arrested tuberculosis, and the open-window 
classes for diathesis cases — not contact cases — and malnourished 
or so-called anaemic cases uncomplicated by tuberculosis. 

Since the open-window classes could be organized with prac- 
tically no more expense than regular classes, it would be possible 
under the administration recommended to accommodate all the 
malnutrition and anaemic children in special classes, besides 3,623 
contact cases, with no additional cost. 

For the purpose of considering these recommendations a con- 
ference was held with representatives from the Department of 
Physical Training and Educational Hygiene, from the Board of 
Health, the New York Tuberculosis Association and the Com- 
mittee on the Prevention of Tuberculosis of the Brooklyn Bureau 
of Charities. At this meeting the recommendations were adopted 
and later approved by the Superintendent of Schools, who issued 
a general circular to principals of elementary schools with refer- 
ence to the administration of outdoor, open-air and open-window 
classes. 

OUTDOOR CLASSES 

In the present organization of outdoor classes, there are 660 
tuberculous children registered in 27 classes in 15 day camps on 
ferryboats, hospital roofs, and in resident classes in sanitariums. 
Since 1918, there has been an extension of these classes to accom- 
modate 100 additional cases of lung tuberculosis in children of 
school age, or the equivalent of four classes. 



26 




o 

H 

c/^ 
W 
-J 
Q 
Q 

< 



o 



I 

< 

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w 

< 
x" 

u 

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i-M Z 

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27 

One new outdoor class will be organized in 1921 for twenty 
new cases. 

OPEN-AIR CLASSES 

These classes were established primarily in public schools of 
the City of New York so that, through prophylactic measures, 
pretuberculous children or contact cases, could be aided in build- 
ing up their resistance to tuberculosis infection. 

In the present organization, there are 3223 children registered 
in 117 classes in 100 schools and annexes. This year, the register 
in all classes of physically handicapped children has been in- 
creased from 20 to 25 children. Under this regulation, 585 addi- 
tional children have been accommodated in the present organi- 
zation. 

Since 1918, there has been an increase of only 607 children 
in eight new classes, although the conservative estimate of Dr. 
Royal S. Copeland, Commissioner of Health, the New York 
Tuberculosis Association and the Committee on the Prevention 
of the Brooklyn Bureau of Charities, shows that there are over 
20,000 school children exposed daily to tuberculosis in their 
homes. 

Sixteen new open-air classes will be organized in five boroughs 
during 1921, and this extension includes that for 1922 also, or 
accommodations for only 400 additional contact cases, in two 
years. 

In contrast to this, a study of the records of tuberculosis 
clinics shows that the Mt. Sinai Hospital district, with a register 
of 4,036 contact cases, the Harlem district with 4,592 contact 
cases and the Lenox Hill Hospital district with 1,950 contact 
cases have no open-air classes, while the Tremont district and 
Mott Haven districts in the Bronx, and the Bellevue Hospital 
district in Manhattan with respectively 6,438, 3,861 and 2,736 
contact cases have but one class each. 

Considerable difficulty has been experiencerl in procuring suit- 
able rooms for open-air classes. This is due mainly, in congested 



28 




29 

districts, to part time and double session classes. Nevertheless, 
it is in these congested districts, as one would expect, that the 
tuberculosis clinics show the largest groups of contact cases. 

Through the courtesy of the Children's Aid Society and other 
philanthropic associations it has been possible to provide suitable 
open-air classrooms in districts where rooms were not available. 

The new school buildings to be opened in The Bronx and 
Brooklyn during the September term will contain open-air class- 
rooms fully equipped. This will greatly facilitate the organiza- 
tion of the new classes of pretuberculous children to be organized 
next term. 

The foundation of these new classes should mark the be- 
ginning of a movement for the extension of open-air classes 
throughout the school system of the City of New York. This 
expansion should continue until every pretuberculous child is 
receiving open-air treatment during the school day, associated 
with the present prophylactic and medical care of the tuberculosis 
clinics. Tt is by means of these special classes that handicapped 
children are enabled to keep pace in their education with physi- 
cally normal children in regular classes. 

In most cases, handicapped children in regular classes, through 
irregular attendance caused by illness, are the repeaters in these 
classes. Repeaters are expensive. Money used in providing 
classes for open-air treatment of pretuberculous children is there- 
fore a practical economy besides an effective and progressive 
method of combating tuberculous infection. 

OPEN WINDOW CLASSES 

There are two large divisions included in the classification 
of school children assigned to open window classes. 

1. Physically normal children attending regular classes. 

2. Physically subnormal children. 

Experiments in open air treatment of school- children have 
proved that an abundance of fresh air and the stimulation of a 
lowered temperature during the period of artificial heating, react 



30 



il 

1 z 

■ 


■ - <^«'^ 


1 ^ 

IT 

1 


1 




I^Sr 


3 

s 








* 



HH O 



31 

favorably for both mental and physical development, and further- 
more, show the percentage of cases of illness are much below 
that of the closed school room. In view of these results, in 
many schools classes of physically normal children indicated in 
Group 1 are placed in open window classrooms. 

Group 2 includes diathesis cases — not contact cases — mal- 
nourished or so-called angemic cases uncompHcated by tubercu- 
losis and children discharged from open air classes so that the 
transition to the closed classroom will not be too abrupt. 

In the present organization, there are 3,720 children in ninety- 
four open window classrooms in twenty-six schools and annexes. 
Since 1918, there has been an increase of only eight classes. 

Open window classes should be organized next term in every 
school having open air classes, and as soon as possible in every 
pubHc school throughout the city) so that the diathesis cases and 
the malnourished and anjemic children now registered in open 
air classes, and upon the waiting lists of these classes could be 
transferred to open window classes to provide extensive accom- 
modations for the great group of contact cases. Through this 
extensive organization of open window classes, practically all 
malnourished and anaemic children could receive the benefit of 
open-air treatment, school lunches and milk service, a relaxed 
curriculum if necessary, without the expense of equipment re- 
quired in open-air classes. Furthermore this segregation would 
give ample opportunity to correct the physical defects causing 
the physical and sometimes mental handicap, such as defective 
nasal breathing, hypertrophied or diseased tonsils, defective nutri- 
tion, and defective teeth, vision and hearing, and thus through 
improved health enable these children to return to regular classes. 

PART-TIME CLASSES 

In several congested districts principals have organized part- 
time open-air classes. Some of these classes are operated on the 
plan of one continuous four-hour session from 8 to 12 a. m. for the 
early class and 12 to 4 p. m. for the late class; other classes from 
8.30 to 10.30 A. M. and from 12.30 to 2.30 p. m. for the early class 
and 10.30 to 12.30 a. m. and 2.30 to 4.30 p. m. for the late class. 



32 

Part time cannot be viewed in a favorable light from a hygienic 
point of view for physically normal children, and when applied to 
handicapped children it must be seriously considered whether a 
four-hour session of open-air treatment out of twenty-four hours 
a day could possibly outweigh the evils of such school care. 

The additional hours out of doors, in pleasant weather, might 
be made beneficial for these children if they were properly super- 
vised in a suitable environment; but in stormy weather it would 
be a hazardous procedure, favoring attacks of tonsillitis, colds and 
pulmonary difificulty, which are serious conditions for pretuber- 
culous children. 

REST PERIOD 

The most serious consideration is the loss of the mid-day rest 
period in school. The children in part-time open-air classes have 
been requested to take their rest period at home, but it is not diffi- 
cult to believe that the attractions of the street when school is over 
make this advice difficult to enforce. Many of the homes in 
congested districts afford no facilities for quiet and undisturbed 
rest, while sleeping in the bustle of crowded quarters at mid-day 
is practically impossible. 

In view of the fact that such administration offers practically 
nothing more from a hygienic point of view than regular part-time 
classes, it is recommended, therefore, that there be no extension 
of such classes for the handicapped and that these classes in the 
present organization be discontinued with the beginning of the 
extension of open-window classes. 

CONFERENCES 

City conferences have been held for all teachers of outdoor 
and open-air classes each term. At these conferences an outline 
and review of the work of the term has been presented. Teachers 
are encouraged to present the problems of their work for discus- 
sion and the meetings have proved to be of much benefit in co- 
ordinating the work of the class teacher with that of the various 
divisions interested in the care of their group of physically handi- 
capped children. 



33 



COURSES OF STUDY FOR TEACHERS 

For the past three years through the Department of Physical 
Training and Hygiene, technical courses for the training of new 
teachers of special classes of physically handicapped children of 
advanced study for trained teachers have been arranged at 
Hunter College of the Department of Education, without tuition 
for teachers in New York City schools. This arrangement has 
made it possible for all teachers to obtain special training for this 
work and to keep in touch with the new and advanced methods 
which are developed for the care of physically handicapped 
children. 

NEW SCHEDULE 

The adoption of the new salary schedule for all teachers of 
special classes of physically handicapped children has been of 
great value in obtaining earnest, sympathetic and technically 
trained teachers for these special classes. No longer is it possible 
to assign the substitute teacher, the inexperienced teacher or the 
sick teacher to the special class of many grades, because it was 
intimated that the conduct of such classes was easy. 

The higher schedule carries with it certain definite require- 
ments before a teacher can be assigned to a special class, the most 
important being that the teacher must have had three years of 
experience under License No. 1 and at least 120 hours of technical 
training, specialized physical training and clinical study for the 
handicapped group she has elected to teach. 

These regulations have reduced to a minimum the kaleidoscopic 
change of mistaken teachers in many of the special classes, which 
has heretofore been to the detriment of the instruction of the 
children. The new administration is producing a working corps 
of efficient, earnest and painstaking teachers who had a sympa- 
thetic interest in the development of the handicapped children 
under their guidance — teachers many of whom are doing helpful 
and encouraging things, both in school and after school hours, 
for the benefit and uplift of the unfortunate little children in their 
charge. 



34 



PROPHYLACTIC TREATMENT OF CONTACT CASES AT STUYVESANT 

TUBERCULOSIS CLINIC 

Seven years ago the Department of Education, at the request 
of the Board of Health, through the Division of Preventable Dis- 
eases and the Ladies Auxiliary of the Stuyvesant Tuberculosis 
Clinic, provided a technically trained instructor of physical train- 
ing and hygiene, to cooperate in the prophylactic treatment of pre 
tuberculous school children. This experimental study and admin- 
istration thereof was assigned to the Department of Physical 
Training. 

The prophylactic treatment introduced by tliis Department con- 
sists of a system of health building which includes corrective and 
preventive exercises in the open air, prescription and supervision 
of diet, investigation of home and school hygiene and the correc- 
tion of physical defects noted upon the clinic record cards of each 
child, through thorough physical and medical examinations given 
at regular intervals. 

RESULTS 

This work has passed the experimental stage as the definite 
results obtained have demonstrated. 

The most important influence has been upon the rate of inci- 
dence of tuberculosis among the contact cases of school age in 
this clinic. In 1915, when the after school centre was organized 
by the Department of Physical Training, this rate was four per 
100. Each year the rate has shown a gradual decrease. Further- 
more, the working" group has been practically free from colds, 
and there have been no cases of active pulmonary tuberculosis 
in this group, while there have been active cases in the control 
group. 

A marked physical improvement has been noted, also in com- 
paring the records of the working group not only with those of 
the control group, but also with their own previous records. 
This is indicated by the great increases in weight and height. 
The improvement in chest expansion and chest capacity have 
reacted in a remarkable manner upon the posture and there has 



35 

been a noticeable increase in the power of endurance and mental 
alertness. Better habits of breathing have been established and 
improved habits of home hygiene, such as earlier bedtime hours, 
ventilation of bedrooms, more frequent bathing and a more whole- 
some diet. 

TYPE OF CASE 

The children registered in the after-school centre at this clinic 
are pretuberculous children of tuberculous parents, and are, there- 
fore, predisposed to tuberculosis, and the contact cases- — ^those 
in daily contact with tuberculosis in their homes through some 
member of their family. These are children of school age, most 
of them attending regular classes in the public schools. 

It is this type of case, numbering over 20,000 school children 
now registered in the tuberculosis clinics of the Board of Health, 
the New York Tuberculosis Association and the Committee on the 
Prevention of Tuberculosis of the Brooklyn Bureau of Charities 
who will be affected by the recent regulation in this reorganiza- 
tion of open-air classes. It is difficult to portray the tremendous 
significance of this decision upon the physical welfare of pre- 
tuberculous children. It will have the effect of placing them 
under open-air treatment not only for the full school day, but 
this will be supplemented by the after-school care in the clinics. 
This correlation will make it possible to enforce hygienic mea- 
sures which will be of lasting benefit after school days are passed. 

PHYSICAL DEFECTS 

The work of the clinics includes thorough physical and medical 
examinations made at stated intervals, and unremitting efforts 
are made to remedy physical defects so that each child may be 
in a condition to profit by the prophylactic treatment. 

In the Stuyvesant Tuberculosis Clinic, for instance, 120 cases 
of adenoids and diseased tonsils were referred for treatment to 
hospitals cooperating with this clinic and fifty-five successful 
operations were performed in the past year. Children afflicted 
with other physical defects such as tuberculous glands, eye de- 
fects, skin diseases and discharging ears, were placed under 
treatment until the case was terminated. 



36 

The record of the Stuyvesant dental clinic is one of the best 
in the city. Ninety per cent, of the children under treatment 
have all dental work completed. 

The clinic nurses make frequent home visits for the instruc- 
tion of parents in home hygiene, suitable diet and other impor- 
tant matters pertaining to the health care of children. This 
helpful cooperation of the clinic nurses and doctors will be of 
great value in establishing systematic medical care for the con- 
tact cases in open-air classes. Furthermore, it will be an eco- 
nomical method of administration for it will relieve the over- 
burdened school nurses and doctors of the additional service of 
children in regular classes. 

NEW CENTRES 

A request to the Department of Physical Training was re- 
ceived from the Chelsea Tuberculosis Clinic of the Board of 
Health for the services of a teacher to aid in the prophylactic 
treatment of the contact cases in this clinic. Lack of funds 
made it impossible to comply with this request this year. 

Later through the efforts of Mrs. Ned Arden Flood, Chair- 
man of the Chelsea Clinic Committee of the Society for the 
Prevention and Relief of Tuberculosis, money was provided 
for a teacher, and, through cooperation with the Department of 
Physical Training, prophylactic care based upon that in operation 
in the Stuyvesant Clinic was instituted with very good results. 

Even in the short time this new centre has been in operation 
much progress has been made in remedying physical defects. 
The dental clinic shows 39 new cases, with a record of 44 tooth 
extractions, 27 fillings, and 8 cleanings. The medical records 
indicate a good start in treating adenoid and tonsil cases, and 
the services of a prominent surgeon have been secured for the 
correction of orthopedic defects. 

The Lenox Hill Hospital has established a nutrition clinic 
for the pretuberculous children of school age registered in the 
tuberculosis clinic. 



Z7 




38 



CLASSES OF CARDIOPATHIC CHILDREN 

Three experimental classes for the special school care of 
cardiopathic children were organized in the public schools of 
the City of New York in 1918, one class in Public School 168 
Annex, Manhattan, in conjunction with the cardiac clinic in the 
Dispensary of the Mt. Sinai Hospital, and two classes in Public 
School 75 Annex, Manhattan, in the Educational Alliance Build- 
ing associated with the cardiac clinic of the Beth Israel Hospital. 
These clinics were two of those established under the auspices 
of the Association for the Prevention and Relief of Cardiac 
Disease. 

PRESENT ORGANIZATION NEW CLASSES 

In the present organization — June, 1921 — there are 470 car- 
diopathic children registered in 18 classes in 14 schools, annexes 
and convalescent homes. Since 1918 there has been an increase 
of 398 children in 15 classes in 12 schools and annexes. 

Each of these classes is associated with a cardiac clinic in 
a hospital within the school district for medical care and super- 
vision and nurses are provided either through these hospitals 
or by the Association for the Prevention and Relief of Cardiac 
Disease. 

The classes and their associated clinics are located in the 
following schools and hospitals : 

No. of 
P. S. Classes Cardiac Clinics 

Manhattan 

17 1 New York Nursery and 

Children's Hospital, Dr. 
May G. Wilson in charge. 

41 Annex (Greenwich House) 1 New York Hospital, Dr. 

Harold E. Pardee in 
charge. 



39 



P. S. 



No. of 
Classes 



Cardiac Clinics 



MANHATTAN (Continued) 
58 Annex (Children's Aid Building). 

64 Annex — 1 (Children's Aid Bldg.) . 



64 Annex — 2 (Mineola Home, Mineola, 
Long Island 



New York Nursery and 

Children's Hospital, Dr. 

May G. Wilson in charge. 
New York Post-Graduate 

Hospital, Dr. Robert H. 

Halsey in charge. 



1 



70 Annex (Lenox Hill Settlement) .... 1 



Convalescent Home ; Dr. 
Robert H. Halsey, Visiting 

Physician. 
Lenox Hill Hospital, Dr. 
A. L. Goodman in 
charge; Dr. Walter Bopp, 
Chief of Clinic. 
75 Annex (Educational Alliance Bldg.) 2 Beth Israel Hospital, Dr. 

Joseph Barsky in charge. 

168 Annex— 1 (St. Lucy's Church) 1 Mt. Sinai Hospital, Dr. 

Herman Schwartz in 
charge. 

168 Annex— 2 (Settlement House) 1 Mt. Sinai Hospital, Dr. 

Herman Schwartz in 
charge. 
192 Annex (Mary Zinn Home), White 

Plains 2 Convalescent Home ; Dr. 

Saul Schlegman, Resid- 
ing Physician ; Dr. Wal- 
lach, Visiting Physician. 
Bronx 
4 1 Montefiore Home and Hos- 
pital, Dr. Maximilian W. 
Goldstein in charge. 
Brooklyn 

34 1 Greenpoint Hospital, Dr. 

Walter F. Watton in 
charge. 
75 1 Long Island College Hos- 
pital, Dr. C. M. Ander- 
son. 

147 1 Greenpoint Hospital, Dr. 

Watton. 



40 



NEW CLASSES 

This summary includes five of the new classes to be organized 
during 1921. Three new classes will be formed during the 
September term, namely : 

No. of 
P. S. Classes Cardiac Clinics 

Manhattan 
70 Annex — 2 (East Side House Settle- 
ment) 1 Lenox Hill Hospital, Dr. 

A. L. Goodman in 
charge ; Dr. Walter Bopp, 
Clinic Chief. 

190 Annex (Emanuel Sisterhood) 1 

75 Annex (Educational Alliance Bldg.) 1 Beth Israel Hospital, Dr. 

Joseph Barsky in charge. 



ADMINISTRATION OF CLASSES 

Efiforts have been made to standardize the administration 
of special classes of cardiopathic children in order that there 
might be a common basis for the study of results obtained in 
eighteen classes associated with twelve different clinics and twelve 
cardiac specialists. 

With this purpose in view, a number of conferences were 
arranged to which were asked representatives from the Depart- 
ment of Physical Training and the physicians in charge of 
cardiac clinics associated with the cardiopathic classes. Follow- 
ing this, discussion of all the meetings were summarized in the 
form of the following questionnaire: 

QUESTIONNAIRE 
TO THE PHYSICIANS IN CHARGE OF CARDIOPATHIC CHILDREN 

Dear Doctor : 

A'^arious efforts have been made to standardize the administra- 
tion of special classes of cardiopathic children in public schools. 



41 

As a result of the conference held in the office of Dr. Andrew 
W. Edson, Associate Superintendent, on October 27, 1920, it 
was evident that a uniform basis of management for these spe- 
cial classes was necessary for the purpose of study and report 
and final recommendations to the Department of Education. 

It is with this purpose in view that we are sending" you the 
enclosed questionnaire for your suggestions and recommendations, 

QUESTIONNAIRE 

Concerning the standardization of administration of classes 
of cardiopathic children. Please indicate approval or recom- 
mendations and return this questionnaire to Dr. Andrew W 
Edson, Associate Superintendent. 

A. PEDAGOGICAL ADMINISTRATION 

1. Routine School Day, 9 a. m to 3 p. m. 

2. After School Recreation Center for Cardiopathic Children, 
3 P. M. to 5 p. M. (See attached exhibits 1 and 2.) 

B. Medical and Health Administration. 



42 

EXHIBIT 3 

1. Do you wish to adopt this card? 

2. Indicate alterations if any. 

DEPARTMENT OF EDUCATION— THE CITY OF NEW YORK 

HOSPITAL RECORD CARD— CARDIAC 



Last 
Name 


First 

Date of Birth 




Address 


Floor 




Name of Teacher 


School 


Borough Date entered 


Grade 


RECOMMENDATIONS FOR PHYSICAL TRAINING 



Check Exercises Indicated 



Gymnastics 



Breathing exercises 



For improving posture 



For alert response — control 



For physiological (circulatory) results 



Class room — Seat Games 



Recreative Exercises 



Exercises contra indicated 



Quiet Games 



Adapted Playground Games 



Should the child rest (prone) in school? Yes No How long? 



RETURN TO OFFICE OF DIRECTOR OF PHYSICAL TRAINING, 157 EAST 67th STREET, N. Y. C. 



Last 



Name 


Date 


Hospital 


Physician 


Cardiac Classification (Class I. II. HI. IV. V.) 


Check (W) type of case in column. 



I. Organic (Sympts. of Insufficiency — never evident) 




IV. " Possible " Cardiac disease 

(Doubtful Murmurs: Mainly func- 
tional, possibly organic) 






II. Organic ( " " " — past, not present) 






III. Organic ( " " " — present ) 




V. Potential (Predisposing history) 







Should the child be in a hospital? 



Yes. No. 



If not. is he physically able to attend school? 



Should he be in a special class for cardiacs? 



Yes. No. 



Should he be permitted to climb stairs? 



No. of flights 



Physical Defects. 



Def. Vision Yes. No. Def. Hearing Yes. No. Discharging Ears Yes. No. Def. Teeth Yes. No. 
Def. Nasal Breathing Yes. No. Chr. Nasal Discharge Yes. No. Hypertrophied Tonsils Yes. No. 

Nutrition Grading 1-2-3-4 Pulmonary Def. Yes. No. Chorea Yes. No. 

Code: Nutrition Grading 1 Excellent. 2 Good. 3 Fair. 4 Poor. 



43 

EXHIBIT 4 

Saturday and Sunday care. For approval or alterations. 

EXHIBIT 5 

Clinical chart for general observations for cardiopathic chil- 
dren. For approval or alterations. 

1. Shall temperature of children be taken daily by nurse? At 

what hours? Rectal? Mouth? 

2. What degree of elevation of temperature should exclude 

child from school? 

3. What routine school or home care do you recommend for 

such case. 

4. Type of case for admission to special class. (See classifica- 

tion on Hospital Record Card — Exhibit 3.) 

(a) Shall Type I be admitted? 

(b) Shall Type II be admitted? 

(c) Shall Type III (Symptoms of insufficiency present) 

be admitted? 

(d) What grade of Type III — 

(a) Children with organic heart disease at time of 

observation, who show symptoms of insuffi- 
ciency following ordinary exertion. 

(b) Insufficiency present without exertion. 

(c) Hospital cases. 

(d) Shall Type IV be admitted? 

(e) Shall Type V be admitted? 

5. Follow up system after discharge from class for cardiopathic 

children. 

RECOMMENDATIONS 

(a) Home care. 

(b) Hospital care. 

(c) Sanitarium. 

(d) Regular class in public school. 



44 

6. School Lunches : 

OutHne foods — (1) To be inclutled. 
(2) To be avoided. 

7. Duties of nurse. 

EXHIBIT I 
ROUTINE SCHOOL DAY CLASSES OF CARDIOPATHIC CHILDREN 

MAXIMUM ATTENDANCE 25 

The followini^" routine school day has been suggested for 
experimental study : 

Time Activities 

8 :30 — 9 :(X) Arrival. Children are given a large glass of hot 
water with bouillon cube or beef tea or tomato 
bouillon. 

9:00 — 9:15 Rest in reclining chairs: 

1. Daily morning hygienic inspection to deter- 
mine early signs of illness — contagious 
diseases, etc. 

2. To determine pulse rate and temperature. 

9:15 — 10:15 School program — Studies. Modified two-minute 
drill at 10:00 a. m. Windows open. 

10:15 — 10:35 Recess and recreative exercises. (In playground 
— windows open — or outdoors in pleasant 
weather.) 

10:35 — 12:15 School program — Modified two-minute drill — 

(11:00 a.m.) 

Windows open. 

(12:00 a.m.) 
12:15 — 12:45 Lunch period; warm lunch served. 
12:45 — 1:45 Rest period for all children in reclining chairs. 



45 

1:45 — 2:50 School program — ^Studies — Modified two-minute 
drill at 2 :00 p. m. ; windows open. Also indus- 
trial work. Five-minute periods for classroom 
games should be used for mental and physical 
relaxation during school day. 

1. After 3:00 p. m. specialized physical train- 
ing exercises. These special exercises are 
for selected groups, arranged in accordance 
with the recommendations for physical ex- 
ercises provided by the cardiac specialist in 
charge of each child. 

2. If the physician prefers, the specialized 
physical training may be conducted by the 
class teacher at 2:00 p. m. The time after 
3 :00 may then be assigned to recreation and 
industrial work. Indicate preference. 

EXHIBIT II 
AFTER SCHOOL RECREATION PERIOD 

Time Activities 

2 :50 — 3 :05 Rest in reclining chairs for observation. Only 
necessary for those eliminated in the morning, 
to determine pulse rate, temperature and other 
physical conditions in relation to the amount 
of school work done during the school day and 
as a guide for after-school recreation activities. 

3 :05 — 3 :35 After-school recreation period. Outdoors in 
pleasant weather. 

1. Specialized physical training for selected 
groups or 

2. Active playground games adapted to car- 
diac reserve of each child. 

3 :35 — • 4 :00 — Quiet games for all children. Hot drink in cold 
weather, or glass of milk and graham cracker 
before dismissal. Industrial work, etc., may be 
tausfht also. 



46 

4:00 — 4:15 1. Active games for selected groups. 

2. Quiet games for selected children. Indus- 
trial work could be continued from previous 
period for selected groups. 

4:15 — 4:40 Story Hour for rest period before dismissal. 
Children occupied with hand work as knitting, 
crocheting, weaving, etc., as optional occupa- 
tion. 

4:30 — (Note: — Dismissal for group requiring bus service.) 

4 :40 — 5 :00 Walk home for exercise. Children unable to walk 
use trolley. Dismissal in winter at an earlier 
time, because of the shorter daylight hours. 

5 :30 Indoors. Dinner not later than 6. After dinner, 

quiet occupation. In bed before 7 o'clock. 

EXHIBIT IV 
TENTATIVE PROGRAM SUGGESTED FOR SATURDAY AND SUNDAY 

In bed until 10 a. m. Co-operation should be encouraged in 
the home to keep the children in bed until 10 a. m., and then to 
continue the following program if possible: 

10-12 Quiet recreation. 

12 Dinner. In bed until 2 p. m. Quiet play until 4:30. 

5 P. M. At home. Dinner before 6 p. m. In bed before 7 p. m. 

In connection with feeding in school there should be a proper 
co-relation between the type and quantity of food supplied at 
that hour with the type and amount supplied at home. This 
should be accomplished through the co-operation of the Social 
Service Department of each cardiac clinic after consulting with 
the physician in charge. Suggestions to parents concerning 
proper diet should be made by the Social Service Nurse. 

In case anv of the physicians wish to try out the experiment 
of taking the temperature in the afternoon, it is requested that 
they do this in addition to the taking of the morning temperature. 



47 

All children should be weighed Monday and Friday of each 
week; in this way it is hoped to check up the child's condition 
during the time that he or she was not under school observation. 
Note should be made of amount of clothing worn at each weigh- 
ing. Height shouldi be taken on second and fourth Monday of 
each month. Children should be measured without shoes. 

It will then be the duty of the Social Service nurse to study 
each individual case and ascertain the causative factor, be it a 
dietetic error or over-activity. 

On stormy days, severe cases should remain at home, unless 
bus service has been arranged, provided home care and super- 
vision is adequate. Such children should be selected by the car- 
diac specialist. 

EXHIBIT v 
CHART FOR GENERAL OBSERVATION OF CARDIOPATHIC CHILDREN 

1. Name. 

2. Age. 

3. Number of children in family. 

4. Kind of control at home : Good : Fair : Poor : 

5. Number of times in bed or in hospital for heart conditions. 
Before observation. After observation. 

6. Approximate Duration of Disease in months or years. 

7. Etiology. 

8. Diagnosis. 

*9. Hypertrophy or not. 

10. Irregularity. 

11. Average pulse rate at rest. 

*By Hypertrophy we designate easily demonstrable enlargement of the 
heart. It is advisable that the children admitted to the cardiac classes 
should fit into Class III of the classification adopted by the Association of 
Cardiac Clinis, namely, "Patients with organic heart disease at the time 
of observation who have symptoms of cardiac insufficiency following ordi- 
nary exertion." It might be preferred to have cases of mitral stenosis or 
sortis insufficiency given the preference. The class for experiment is to be 
limited to twenty-five. 



48 




49 

12. Pulse rate immediately after jumping with both feet ten 

times. 

13. Pulse rate 3 minutes after having jumped with both feet 

ten times. 

14. Weight every week. 

15. Hemoglobin taken once a month. 

16. Lungs : Rales : Dullness : Dyspnea : 

17. Liver — palpable: not palpable: 

18. Spleen — palpable: not palpable: 

19. Morbidity — Days absent from school during term — 

(1) Before segregation — cause. 

(2) After segregation — cause. 

1. Days in bed — cause of absence — 

(1) Before segregation — cause. 

(2) After segregation — cause. 

2. Days in sanitarium — cause of absence — 

(1) Before segregation — cause, 

(2) After segregation — cause. 

3. Days in hospital — cause of absence — 

(1) Before segregation — cause. 

(2) After segregation — cause. 

AFTER SCHOOL RECREATION CENTRES 

Teachers have been provided by the Department of Physical 
Training for 14 after-school recreation centres for 470 cardio- 
pathic children in order that, through supervised play and recrea- 
tion, these children can be under observation for the entire day. 
These teachers have been of great assistance in teaching the 
children the type and a;mount of activity they may safely under- 
take. Furthermore, this supervision is correlated to the special 
school care from 9 :00-3 :00 of the class teacher, all of which 
would be nullified by undue activity on the streets after school 
in all sorts of weather. 

Emphasis has been placed upon the recreative sides of the 
after-school activities of these special centres, so that the children 



50 

will thoroughly enjoy this period which replaces the after-school 
freedom of physically normal children. 

In some of the centres, the physician in charge of the cardiac 
clinic associated with the special class has introduced formal gym- 
nastics. While this form of exercise may be beneficial, it is given 
at a time when the children are inclined to feel it encroaches upon 
their play time, and thus the mental reaction is not so effective as 
when formal gymnastics are given in correlation with the school 
program. Furtherore, the class teachers have had technical 
training in specialized physical training and are therefore pre- 
pared for such technical work. 

The following programme has been followed in most of the 
centres. The supplies have been provided by the Department of 
Physical Training. 



AFTER-SCHOOL RECREATION PERIOD 

Time Activities 

2 :50 — 3 :05 Rest in reclining chairs for observation. Only 
necessary for those eliminated in the morning, 
to determine pulse rate, temperature, and other 
physical conditions in relation to the amount of 
school work done during the school day and as a 
guide for after-school recreation activities. 

3 :05 — 3 :35 After-school recreation period. Outdoors in pleas- 
ant weather. 

1. Specialized physical training for selected groups 

or 

2. Active playground games adapted to cardiac 

reserve of each child. 

3 :35 — 4 :00 Quiet games for all children. Hot drink in cold 
weather, or glass of milk and graham cracker be- 
fore dismissal. Industrial work, etc.. may be 
taught also. 



51 

4:00 — 4:15 1. Active games for selected groups. 

2. Quiet games for selected children — Industrial 
work could be continued from previous period for 
selected groups. 

4:15 — 4:40 Story Hour for rest period before dismissal. Chil- 
dren occupied with hand work as knitting, cro- 
cheting, weaving, etc. — as optional occupation. 

4:30 — (Note: — Dismissal for group requiring bus service.) 

4 :40 — 5 :00 Walk home for exercise. Children unable to walk 
use trolley. Dismissal in winter at an earlier 
time, because of the shorter daylight hours. 

5 :30 Indoors. Dinner not later than 6. After dinner, 

quiet occupation. In bed before 7 o'clock. 



RESULTS 

An extensive comparative study and summary of the school 
records of children in cardiopathic classes, both before segrega- 
tion and thereafter, has shown results which indicate that these 
classes are no longer an experimental study. 

Seventeen classes in 13 schools in four boroughs, with a total 
register of 420 cardiopathic children, were included in this survey. 
The ages of the children in each class ranged from 6 to 16 years 
and all grades were represented, from lA to 8B inclusive. 

The comparative study of the absences before segregation 
and thereafter has given extremely interesting and helpful in- 
formation. The total absences of 470 children during the year 
preceding segregation was 18,783.5 days, while in the year after 
admission to the class of cardiopathic children, the total absences 
were only 7,939.5 days — a tremendous and significant improve- 
ment. 



52 



Twenty cases have been selected to show the greatest number 
of individual absences in each class for the year preceding segre- 
gation and the improvement after segregation. 



TOTAL ABSENCES BEFORE 
SEGREGATIOX 

1 year 
1 year 
1 term 
4 terms 
195.5 days 

Never attended school 

50 days 

119 days 

98 days 

110 days 

123 days 

100 days 

106 days 

1 year 

1 year 

69 days 

1 year 

9 months 

64 days 



TOTAL ABSENCES FROM SPECIAL 
CLASS 

7 days 
26 days 
45 days 

absences 

8 days 

1 day 
7 days 
5 days 
1 day 

19 days 
22 days 
14 days 
18 days 
14 days 
14 days 

1 day 
70 days in three terms 
57-10/2 days 

3 days 
10 days 



66 days 

The causes of absence were the same reasons, both before 
segregation and thereafter; namely, hospital treatment, surgical 
operations, stormy weather, religious holidays, personal illness, 
such as tonsilitis, rheumatism, quarantine or visits to convalescent 
homes. It is noticeable, however, that the number of hospital 
cases after segregation were reduced over 100 per cent. 

The records of promotion bear a definite relation, as one would 
expect, to the great increase in attendance after segregation. The 
total number of grades covered by the 420 pupils in the school 
year preceding" their admission to the special classes was 555. and 
after seoregation, 727 orades. 



53 

There were 29 graduates from the classes of cardiopathic 
children. Fifteen of these have improved to such an extent that 
they will be able to attend secondary schools. Eight had made no 
choice of occupation. Six of this number want to attend second- 
ary schools, but would require transportation to do so. Of the 
remaining six, one is studying music, one has a position as filing 
clerk, one as office boy, one attends a business school and one is 
associated in business with his father. 

The transferring of 113 cardiopathic children in one school 
year from these special classes to regular classes would indicate 
marked physical improvement of over 37 per cent, of the children 
admitted as serious cardiopathic cases. 

The weight records show that nearly all of the 420 children 
gained in weight, or a total of 2,043 pounds in one school year. 
The greatest individual increases in weight, selecting one from 
each class of the 17 classes, are 2, 4, 7, 7.5, 11, 12, 14, 14, 
14, 15, 15, 17, 20, 21, 21.75, 22, 31.25 pounds respectively. This 
increase in weight is not of; much significance unless it is com- 
pared with the physical endurance, and the medical records of 
cardiac conditions. These records were not available except for 
one clinic from which record cards were received at this office 
throughout the year. These records indicate that, for the most 
part, the children who lost weight were those whose cardiac 
condition indicated little or no improvement, or were losing 
ground. 

A total of fourteen deaths occurred in 17 classes in the past 
school year. Seven classes had no deaths while the greatest 
number in two classes was three each ; the smallest number, one. 

In organizing special classes for cardiopathic children, the 
Department of Education is endeavoring to make provision for 
children who cannot keep pace, under existing school condition, 
with average children, physically and therefore mentally. A sys- 
tem of special classes, therefore, that affords physical protection 
for physically handicapped children and enables them to increase 
their attendance during the term, the number of grades per year 
and eventually to graduate, -is a helpful and practical organization. 



54 

It is to be expected that, in the medical treatment of cardiac 
disease in school children there is still much that must be experi- 
mental, especially in view of the fact that some physicians are 
opposed to the views of others as to the suitable amount and 
type of physical activity for cardiopathic children, the type of case 
suitable for segregation and other factors. Nevertheless, the 
association of these special classes with physicians in charge of 
cardiac clinics will keep these classes free from hospital and 
convalescent home cases,, and the problem becomes mainly one of 
improved attendance, and the amount of school work accom- 
plished without detriment to the child. Special classes in public 
schools would be short lived if such results could not be obtained. 

The results may be summarized, therefore, in regard to : 

1. School Attendance. — In all the classes of cardiopathic 
children, the attendance shows remarkable improvement over that 
of the year before segregation. These records show an increase 
in attendance of over 125 per cent. Individual records show that 
children who were unable to attend regular classes in public 
schools before segregation, were able to attend the special class 
with very good records of attendance and marked progress in 
their school work, while less severe cases showed few absences 
in the school year and were able to complete two grades, and some 
three and even four grades after segregation. 

Twenty-nine graduates, or over 4 per hundred registered, 
completed the elementary school course this year, as compared to 
6 per hundred in regular classes. 

2. Hospital Attendance. — A study of the causes of absence 
show a decrease in the number of children requiring hospital 
treatment as bed cases. In some classes, this has been reduced 
from 20 cases to none. 

3. Economical Aspect. — These special classes are an eco- 
nomical measure in that the improved attendance of the children 
has enabled them to complete the school work of a term in the 
required time. Repeaters and "left-backs" are an expense to an 
educational system. 



55 

Furthermore, cardiopathic children in special classes can be 
educated to be self-supporting and thereby placed in occupations 
subsequently adapted to their physical handicap. 

Many children have improved physically to such an extent, 
through temporary segregation in these special classes, that they 
have been able to return to regular classes. 

4. Psychological Aspect. — Heretofore, many physicians have 
'believed that it was inadvisable to segregate large groups of 
cardiac cases in special classes, fearing morbid mental reaction. 
This experimental study throughout has proved that the children 
in these special classes are very happy and contented. They have 
found that through these special classes their attendance has been 
improved and that thereby they have been able to cover more 
school work in a given time than heretofore. Consequently, the 
cause of worry and) resulting physical deterioration in trying to 
keep pace with normal children was eliminated. Furthermore, 
the anxiety of the parents concerning the education of their 
children was relieved and this had a favorable reaction upon the 
children themselves. 



56 



PHYSICAL TRAINING FOR THE DEAF 

PRESENT ORGANIZATION 

There are 2>?)7 deaf children registered in 36 classes in Public 
School 47 — The School for the Deaf. This includes the two 
classes of post-diphtheritic intubation cases in the annex located 
in the Willard Parker Hospital. 

SPECIALIZED PHYSICAL TRAINING 

Over 66 per cent of the children attending the School for 
the Deaf have become deaf through serious illness, the remainder 
being congenitally deaf children. Not only has their vitality 
become seriously impaired by disease, but their permanent handi- 
cap has limited their opportunities for exercise and play in 
their home environment in a large city. One of the most im- 
portant considerations, therefore, in the health, care and edu- 
cation of deaf children is that ample facilities for systematic 
physical training and adequate play space should be provided. 

URGENT NEED FOR SPACE FOR PHYSICAL TRAINING 

Each term since the opening of the School for the Deaf the 
space for physical training and play has been decreased. The 
present crowded condition of this old school building, lack of 
a gymnasium and very limited and dark play spaces are dis- 
couraging obstacles to the hygienic administration of specialized 
physical training for the deaf, for progressive results. The poor 
lighting facilities makes it extremely difficult for the children to 
see what the teacher says in the large group taught in physical 
training. 

Each year these unfavorable conditions have been increased. 
At present two classes occupy each classroom. Physical train- 
ing must therefore be conducted in the basement and the assem- 
bly room, part of which is now used for the office of the clerk. 

Furthermore, the children remain at school for the entire 
day, and therefore at noon the small basement playgrounds are 
used for lunch service which is operated in squads. Many 



57 

ingenious plans are made to relieve this congestion to allow some 
space for physical activities. 

Playgrounds and gymnasiums in nearby schools were utilized 
for basketball and games until the congestion of regular classes 
prevented further use. 

Hikes and swimming lessons at the East 23d Street pool for 
the older boys, under the supervision of two men teachers, has 
afforded some relief. This has the effect of adding valuable 
activities to the physical training for the boys while providing 
space in the assembly room for folk dancing and quiet games 
for the girls, with a third division at lunch and the other children 
in classrooms. Stormy weather is a great disorganizer of this 
program. 

SWIMMING 

Sixty-eight boys received instruction in swimming this year. 
Of these, fifty could not swim. The other eighteen had received 
some instruction last year, but were not sufficiently advanced to 
compete for the swimming pins. Eighteen new swimmers were 
added to the list this term. 

There were 297 corrections of stroke and the attendance was 
1,013 for the year. This is excellent progress when it is con- 
sidered that these boys had only twenty minutes practice every 
two weeks, and, furthermore, this instruction is much more 
difficult to present to the deaf. 

ATHLETICS 

The same regulations governing athletic contest for regular 
classes are observed by the boys in the School for the Deaf. 
Under these rules fifteen boys qualified for the athletic pins, eight 
in class A and seven in class B. Many of the boys have qualified 
in the pull-up and broad jump, but the practice in swimming is 
hampered by lack of space. 

The basketball and baseball teams have had very few oppor- 
tunities to practice. There are no basketball courts in this school 
and none to be borrowed within walking distance of the school.- 



58 



HIKES 

These walks have been very successful in providing exercise 
for the children in the open air and also in enabling them to see 
interesting and instructive sights of the greatest city in the 
world. 

The Junior boys took fifteen hikes, covering a distance of 
fifty miles ; the Senior boys, fourteen hikes covering a distance of 
sixty miles. 

JUNIOR boys' hikes 

Places Visited During Hikes. — Union Square, Fifth Avenue 
shops, Metropolitan Building, docks at 23d Street and East River, 
St. Mark's Church, grave of Peter Stuyvesant, Madison Square 
Park, Central Park, St. Gabriel's Park. 

Objects of Interest Seen on Hikes. — Birthplace of Theodore 
Roosevelt, statues of Washington, Lincoln, Lafayette and Seward, 
loading and unloading of large ships, dredging by largest dredge 
in the world. 

SENIOR boys' hikes 

The New York Telegram (Herald). 

A trip through the composing room. 

The Allied Printing Exhibition — 69th Regiment Armory. 

The 71st Regiment Armory — 34th St. and Park Avenue. 

Statue of Nathan Hale and Metropolitan Building. 

East River shipping. 

To 23d Street and Avenue A — to play baseball. 

To Gramercy Park — for walking matches around park. 

To 14th Street to see landing of ships. 

To printing plant on 23d Street to see automatic presses. 

To 69th Regiment Armory on 34th Street. 

To horse sale on 24th Street, to 34th Street, and return. 

To Flatiron Building and West 23d Street. 

To wholesale paper manufacturing company, West 25th Street, 

To see linotype machines, West 23d Street. 



59 



PHYSICAL TRAINING FOR THE BLIND 

The supervision of physical training and hygiene for the blind 
children in the public schools is in charge of the Department of 
Physical Training. This instruction is provided for the 123 
blind children registered in nine classes in seven elementary 
schools in four boroughs. 

The special attention to the health care of this group of handi- 
capped children is an extremely important factor in their educa- 
tion in the public schools, for thereby they are associated with 
the norrhal children in their games, folk dances, athletics, and 
other physical activities. The reaction of this association has been 
of great value in obtaining a more normal mental development. 

The basic principle underlying the specialized physical train- 
ing for the blind has been this association through previous train- 
ing in segregated groups. Through various devices and special 
methods of teaching the blind children are taught, first, the 
fundamental activities of the normal child. Later these are com- 
bined and formulated into the various types of physical training 
of the regular classes. Gradually the blind children are trained 
in this manner to take part in the physical activities of the normal 
children. The girls have been admitted to the athletic clubs of 
their school, and each year take part in the May Day Fete at 
Central Park. The boys contest for athletic pins under the same 
requirements as normal boys. 

Thus the old and slow habits of motor response of the blind 
have given way to a more normal reaction to their surroundings. 
The slow groping, shuffling walk has been overcome and changed 
to a more alert and lively step. The blind children have been 
taught to skip and even run and roller skate. Poor posture has 
improved, and physical endurance also. 

Confidence, courage and more skillful body control has been 
obtained through use of flying rings, athletic slides and pull-up 
bars. 

This proficiency in physical activity has been one of the most 
helpful influences in leading the blind from the segregated group 
toward that of the normal. 



60 



PHYSICAL TRAIXIXG FOR THE BLIND IN SECONDARY SCHOOLS 

No provision has been made for the extension of speciaHzed 
physical training for blind children attending secondary schools. 
As a consequence, much of the benefit which these children de- 
rived through the supervision of their physical activities while in 
classes in the elementary schools is gradually lost. 

Under the present administration of double session classes in 
high schools blind children have no opportunity for association 
with the regular classes in physical training. There is urgent 
need for this training" for, aside from health consideration, an alert 
attitude, quick response and erect posture will be an extremely 
valuable asset to these blind children in their efforts to earn a 
livelihood. 



SIGHT COXSERVATIOX CLASSES 

There are 430 children registered in 26 classes in 23 elemen- 
tary schools. These are children who are handicapped by greatl\ 
impaired, defective, or partial vision. 



PHYSICAL TRAIXIXG 

The children in sight conservation classes are physically able 
to take part in all the physical activities of the children in regular 
classes, and are. therefore, assigned to such classes for this 
training. 

In addition to this physical training, special attention is re- 
quired to correct certain characteristic physical defects. This 
specialized physical training is conducted with the segregated 
groups. 

Poor posture is characteristic and there is a marked impair- 
ment of chest expansion and lung capacity, with resulting physi- 
cal deterioration. This is the reaction of years of poor posture 
induced by trying to do the work of normally sighted children 
while handicapped by seriously impaired vision. 



61 

CRIPPLED CHILDREN 
PRESENT ORGANIZATION — NEW CLASSES 

Two thousand five hundred and fourteen crippled children 
are registered in 101 classes in 44 public schools, annexes, hos- 
pitals and convalescent homes in five boroughs. Five hundred 
and thirty-three of these are resident patients in children's wards 
of hospitals. Since 1918 the registration of crippled children, 
including 172 helpless cripples receiving home instruction, has 
increased nearly 100 per cent. Most of this increase is the 
heritage of the poliomyelitis epidemic of 1916-1917. 

From 1918 to 1921 thirty-nine classes were organized to ac- 
commodate this tremendous increase of crippled children requiring 
special school care. Twenty classes more would have been re- 
quired in that time but by increasing the register in each class 
from twenty to twenty-five, thus allowing for absences for illness 
and hospital treatment, 555 additional children were accommo- 
dated in the classes of the present organization, and the new 
classes of 1921. 

Ten new classes of crippled children will be formed this year, 
eight in public school buildings and two hospital classes. This 
will increase the present register by 500, or a total of 2,764 crip- 
pled children and 172 helpless cripples. Not until 1923 will all the 
crippled children resulting from the poliomyelitis epidemic be of 
school age, and as a consequence a large increase of new classes, 
above the average will be required until that date. 

TRANSPORTATION 

Without stage transportation it would be impossible to pro- 
vide educational facilities for the physically handicapped children 
in classes of cripples in the public schools. In the present organi- 
zation 1,981 crippled children are transported to school and to 
their homes daily, and after all the new classes are formed this 
will be increased to 2,181 children, or approximately 109 stage 
loads, requiring 55 stages, each making two or more trips. 

With the exception of two stages supplied by the Department 
of Education through the Bureau of Supplies, and two through 



62 




63 

the Lehman Foundation for the transportation of some of the 
cripples to the Crippled Children's East Side Free School (P. S. 
75, Manhattan), the stages are supplied through contractors who 
operate stages in given stage territories for a stated number of 
crippled children. The expense of this service is one of the 
largest items of the education of crippled children. 

This service was practical when less than one thousand chil- 
dren were transported, but with the large and rapid increase in 
the number of crippled children requiring special school care, a 
more economical method could be devised through stages owned 
and operated by the Department of Education. Each year a cer- 
tain proportion of the transportation fund would purchase several 
stages, the operation and upkeep thereof would be covered by 
the additional transportation service, and for which money is 
now expended. 

Under the present service, transportation of children to the 
schools in the morning, and to their homes after school, is all 
that is provided. No use of the stages are permitted to the De- 
partment of Education during the day, or on Saturdays and in the 
summer vacation for other service. 

Stages owned by the Department of Education could be used 
for transporting school supplies and equipment, summer school 
transportation of handicapped children, school lunch and milk 
service, hospital transportation of handicapped children, trans- 
portation of cardiopathic children and of cripples to secondary 
schools. All of this service now requires additional funds to the 
money spent for the transportation of crippled children to special 
classes. 

Several years ago, by way of experiment, two stages were 
purchased and operated through the Bureau of Supplies for the 
transportation of crippled children to two schools. During the 
remainder of the day, and on Saturdays and during the summer 
vacation, these stages were utiHzed for the transportation of 
supplies, and other service. This experiment has been remark- 
ably successful. This transportation service for crippled children 
through stages of the Department of Education is the most 
satisfactory in the city for systematic and prompt service. 



64 



TREATMENT OF ORTHOPEDIC DEFECTS 

Great stress is placed by the Department of Physical Training 
and Hygiene upon the establishment of treatment of orthopedic 
defects which are the cause of the admission of a child to a class 
of crippled children. L\n-thermore, every effort is made to en- 
courage systematic and continuous visits to clinics, hospitals 
and private physicians, until a case is terminated. 

This work has been ably furthered l)y the untiring" efforts of 
the special teachers of physical training, the class teachers and 
principals in obtaining hospital record, cards each term, as a 
basis for the special school care. Through this co-operation of 
the school and the hospitals, clinics and private physicians, the 
advice of the most eminent orthopedic surgeons in the City of 
New York are obtained for the crippled children in the public 
schools. In Manhattan and the I'.ronx the social service nurses 
provided for each class of crippled children by the .Vssociation 
for the Aid of Crippled Children, have rendered extremely valu- 
able assistance in securing lioth time and hospital treatment in 
these boroughs, while the nurses of the \'isiting Nurse Associa- 
tion of Brooklyn and the Committee on Crippled Children of the 
Brooklyn Bureau of Charities have been equally helpful for the 
crippled children in special classes in Brooklyn and Queens. 

Through the Department of Education, the children are in- 
spected several times each year, besides the investigation of in- 
dividual cases referred for through the recommendations of 
physicians for admission or discharge. This has proved to be an 
economical method of administration, as it is possible thereby to 
reserve accommodation in classes of cripples for handicapped 
children who could not attend school otherwise. 

Much time and effort have been spent this year, therefore, 
in trying to have 100 per cent, of treated cases through the co- 
operation of all agencies interested in the case of crippled chil- 
dren with the Department of Education. Besides the surgeons 
and social service nurses of 33 hospitals and clinics, the helpful 
services of 45 associations have been enlisted. 



65 




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66 

Experience has shown that systematic and continuous treat- 
ment through clinics, hospitals and private physicians has re- 
duced considerably the length of time required for practical 
results, and therefore, the shorter the period of treatment, the 
sooner is the crippled child enabled to return to a regular class. 
Through this insistence upon treatment of orthopedic defects, 
therefore, not only is the physical condition of the child improved 
as much as possible, within the shortest period of time, but by 
frequent transfers of such pupils, the existing organization of 
special classes can accommodate a greater number of crippled 
children in a term, without additional expense. 

RECORDS OF TREATMENT 

All of the 533 children in 22 hospital classes in the present 
organization are under systematic medical and surgical treatment. 

Of the total registration of 1,981 children in 79 classes of 
cripples in public schools, 1,540 are now under treatment. This 
is the greatest number recorded since the organization of these 
special classes. Five hundred and seventy-six, or the equivalent 
of 23 classes, are the result of the recent poliomyelitis epidemic. 
This does not include the epidemic cases registered in hospital 
classes. 

Of the remaining cases, 287 children receive treatment irreg- 
ularly and 154 are not under treatment. Of the 441 crippled 
children receiving treatment irregularly or not at all, 378 are in 
need of transportation to hospitals. This is due to several causes. 
In many instances the adult members of the family are wage 
earners and, therefore, cannot afford the time each week for 
hospital visits. In a large proportion of cases, the children are 
so seriously handicapped that it is impossible to use surface 
cars for conveyance. The parents of 63 children are indifferent 
to the needs of their children and neglectful of the opportunity 
ofifered by the hospitals and clinics for skillful treatment. Their 
excuse for such neglect is that they "do not believe in hospitals." 

Repeated eflFort has been made to obtain transportation for 
the children with severe physical defects requiring frequent 



67 

hospital visits. .During the poHomyelitis epidemic there was 
abundant transportation service provided through the Bureau 
of Charities, but when this service was discontinued no other 
organization, not even the Red Cross, had funds to continue it. 

This difficulty would be readily solved if school stages were 
owned and operated by the Department of Education. Much 
additional transportation service could be secured through this 
method of administration for practically no additional cost. 

Through systematic treatment, 56 crippled children, or the 
equivalent of two classes, were improved to such an extent that 
they were transferred to regular classes this! year. Thirty-eight 
were cured cases. 

ADMISSIONS AND DISCHARGED CASES 

Seventy-one children were discharged for physical dis- 
ability and their names placed upon the waiting list for the 
services of home teachers. 

Sixty-four crippled children attending classes of cripples 
moved from the City of New York this year. 

Of the new admissions to these classes, 375 children in the 
past year attended school for the first time — mostly 1,916 polio- 
myelitis cases. 

There were 191 crippled children transferred from regular 
classes to classes of cripples because they were reported as 
physically unable to attend school regularly or to climb stairs 
to their classroom. 

GRADUATES — CLASSES OF CRIPPLED CHILDREN 

There were a total of 70 graduates this year from the classes 
of cripples in public schools, and in addition' three from classes 
of cripples in hospitals and four helpless crippled children 
through the services of home teachers. 

Of these 21 will require transportaion in order to attend 
secondary schools. Owing to the lack of a sufficiently large ap- 
propriation in the budget of 1921 for this service, only five pupils 
could be transported to high schools. 



68 




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69 

Of the total number, 38 graduates are planning to attend high 
schools, four to attend trade schools, one to a private school, 
five have positions as clerks, one has been admitted to a hospital 
for treatment, one moved to Italy, ten are at home without 
occupation at present. 

One of the graduates from the hospital classes has been 
taught watchmaking, one must remain in the hospital for further 
treatment, and one is anxious to attend a secondary school but 
is too helpless to do so. 

SPECIAL CLASSES IN HIGH SCHOOLS FOR PHYSICALLY HANDI- 
CAPPED CHILDREN 

For the increasing number of graduates from classes of 
physically handicapped children who are anxious and mentally 
able to profit by a higher education, adequate transportation 
service and special school care should be provided in high schools 
and vocational schools for these courageous and ambitious chil- 
dren. Ample encouragement should be given them in their 
efforts to become happ)^, self-supporting and useful citizens. 
Nothing can be more discouraging to them than their irregular 
school attendance caused by weather conditions, and their 
physical inability to utilize the crowded surface cars in rush 
hours, with a consequent lowering of their school record in spite 
of their mental ability to succeed. 

Many of the handicapped children have been forced to leave 
school after a courageous effort to overcome physical obstacles. 
Help should be extended to these pupils, whereby their physical 
strength could be conserved for the main issue — their higher 
education. 

HELPLESS CRIPPLED CHILDREN HOME INSTRUCTION 

Since December, 1918, home teachers have been provided 
through the Department of Education for the instruction of 
helpless crippled children of school age who, though mentally 
able to profit by school instruction, could not attend school, 
owing to" their helpless physical condition. 



70 

At present (June, 1921) there are 32 home teachers, 1 vol- 
unteer home teacher and 1 volunteer teacher of occupation 
therapy giving home instruction to 173 home-bound children. 

Twenty of these home teachers, with eight pupils each upon 
their assignment, are giving instruction in elementary school 
subjects, three times per week for one and one-half hours each 
visit. Thus a full-time teacher works six days per week. 

The volunteer home teacher has one pupil, while the teacher 
of occupation therapy, provided by the Occupation Therapy 
Society of New York, has instructed 15 children, making sev- 
eral visits each week, on alternate days with the home teacher. 

The after-school home teachers, from nearby schools, are as- 
signed to helpless children preparing to graduate, or to severely 
handicapped children residing in districts at great distances from 
the route of the home teacher. 

PHYSICAL RECORDS 

Each helpless crippled child referred for the services of a 
home teacher is carefully investigated through the Department 
of Physical Training to determine whether such service is in- 
dicated. In case either medical or surgical treatment is needed, 
this has been instituted either through the family physician or 
otherwise through the special clinics for children in the hospital 
zone in which the child resides. 

Through the establishment of persistent supervision of the 
hospital treatment of each child, through the home teachers, 
there has been noticeable improvement in the physical condition 
of these helpless children. Last year 19 helpless crippled chil- 
dren were thus improved to such an extent that they were able 
to attend classes of crippled children in public schools. This 
year 25 helpless children have been taught to walk and have 
been admitted to these special classes. 

Of the 173 helpless children receiving home instruction, 112 
are infantile paralysis cases, mostly the heritage of the recent 
poliomyelitis epidemic, 14 are muscular dystrophy cases, 10 



71 

spastic paralysis, Little's disease, Oppenheim's disease, 4 con- 
genital cripples, 2 Pott's disease, 2 hip disease, 4 epileptics, 2 
cardiacs, 15 doubly handicapped: i. e., crippled and mentally de- 
fective, 1 both blind and crippled, 1 amputation case, 1 ele- 
phantiasis, 1 amputation case, 2 accident cases, 1 case of chorea. 

One hundred and twenty-seven of the 173 helpless children 
are receiving systematic hospital or clinical care. Forty-six are 
having little or no medical attention due to the great difficulty in 
getting these children to the clinics. Transportation for these 
children is an urgent need. The Brooklyn Bureau of Charities 
and the Association for the Aid of Crippled Children have pro- 
vided this service in some cases, but funds are not available for 
the transportation of all these children, and the new cases, to 
the extent it is needed, as a necessary aid in the proper physical 
care of these unfortunate children. 

SCHOOL PROGRESS 

Each of the 173 pupils is registered upon the roll of the class 
of cripples in the stage district in which the child resides, or in 
outlying districts, in the nearest school. Through the helpful 
co-operation of the principals of these schools, the home teacher 
is able to grade her pupils in accordance with the monthly plan 
of grade work of the school in which the pupil is registered. 
Progress sheets report the advance of the pupil each month. 
The promotions are made each term through examinations from 
each school similar to those for pupils in regular classes. 

Last term 154 children were promoted, a number of them 
completing two grades and one pupil three grades. Nineteen 
were not promoted. This was caused by the admission of chil- 
dren to hospitals for operations, personal illness, quarantine, 
three are mental defectives, and there were several new pupils 
under instruction for less than a school term. 

There were two graduates who completed their work with 
honors, graduating under the same conditions for the mental 
tests as the children in the regular graduating class, in their 
school district. 



72 




73 

These graduates are anxious to continue their education, 
and should have' secondary school teachers. By way of experi- 
ment, one pupil has been given home instruction in secondary 
school subjects. This boy was stricken with poliomyelitis in 
1907, and although he has had systematic treatment he is unable 
to walk today except when he is supported. He graduated 
from an elementary school in 1918 and was very anxious to 
continue his education. His disability made it impossible for 
him to attend the high school in his neighborhood. 

The boy was referred to this department by the principal of 
the high) school and in 1920 a home teacher was provided. He 
received instruction in commercial subjects four times a week. 
His progress was very favorable. In the Regents examinations 
in June, 1921, this boy passed both the stenography and type- 
writing examinations successfully. He can write 100 words a 
minute on prepared matter in stenography and about 38 words a 
minute on the typewriter. He is now supplementing his work 
with instruction in office practice and business English. This 
training has been of practical value. This boy has typed a series 
of reading lessons for the principal of the school from which he 
graduated, and he has been able to earn money by other typing. 

In view of the success of this experimental study, it is re- 
spectfully recommended that after-school teachers of secondary 
schools be provided next year for the instruction of such gradu- 
ates in order that they may become self-supporting. 

Treatment was established for 58 children, crutches and 
braces were provided, and they were thus able to attend classes 
of cripples. 

URGENT NEED FOR ADDITIONAL HOME TEACHERS 

All the helpless crippled children requiring home teachers 
could not be accommodated. There are over 200 now upon the 
waiting list — more than the number of children under instruc- 
tion at present. 

One of the most pathetic phases of this situation is the pitiful 
and repeated appeals of the parents of these helpless home-bound 



74 

children waiting for their turn to have a home teacher. Mothers 
have carried their helpless cripples in their arms many miles to 
this office hoping to impress their need of a teacher by the help- 
lessness of their unfortunate child. 

Funds are urgently needed for additional teachers to give 
every child upon the waiting list the opportunity for a common 
school education. 

TEACHERS OF OCCUPATION THERAPY 

Through the valuable co-operation of the Occupation Therapy 
Society of New York, a teacher of occupation therapy has been 
provided since February for some of the home-bound children. 
This service was necessarily limited to 15 children, in two 
districts. 

This teacher taught on alternate days with the home teacher, 
visiting the same children. 

A careful individual study was made of each child by this 
teacher in co-operation with the Department of Physical Training 
in order that the occupation and muscular training and re-educa- 
tion would be in accordance with the physical disability of the 
child and his physician's recommendations. 

The object of the experimental study was threefold — 1st, 
therapeutic ; 2d, educational, and, 3d, pre-vocational and 
vocational. 

RESULTS 

This experimental study has been very successful. It has 
aided in improving the children physically, by providing muscular 
training and re-education for weak and unused muscles, by im- 
proving posture developing co-ordination. 

The work has had a distinct educational value. The work 
was graded both from a mental as well as from a physical stand- 
point. The children became more skillful in the use of their 
hands. 

For the older children, this training suggests one of the prac- 
tical means of aiding some of them, who are not interested in a 



. 75 

secondary school education, to become self-supporting. It is, 
therefore, respectfully recommended that this work of occupation 
therapy be continued next year. 

teachers' reports 
At the conferences for the instruction of home teachers^ a short 
time has been used in having the teachers talk of their results of 
their home visits and the interest of the pupils. Their reports 
have been pictures of the happiness of the children and the grate- 
ful appreciation of their parents for the educational advantages 
provided by the Board of Education. 

Dull, listless, hopeless children have been changed to happy, 
bright, busy little folks with a new interest in life when they 
found they could have the same school advantages as their more 
fortunate brothers and sisters. 

The sympathetic interest of the whole neighborhood has been 
aroused through the work accomplished by the home teacher. 

One boy, although just home from the hospital, with both 
lower limbs encased in plaster, completed three terms' work in 
one. In the June examination in arithmetic he scored 100 per cent. 

Another small lad of six completed two terms' work in one. 
He has never attended school and he has been taught to read, 
write and speak English, although his parents speak a foreign 
language. 

Another helplessly crippled boy had never attended school. 
He was taught to read by his home teacher. His mother says : 
"He's the happiest boy in the Bronx since he has learned to read." 

The coming of the home teacher is the sunny hour of the day 
for the helpless child. One teacher, through illness, was unable 
to visit her pupil and notice was sent to the mother. She tele- 
phoned to inquire about the teacher the next day. On the second 
day the child said : "Mother, don't telephone. I am afraid they 
will say my teacher cannot come and that would finish me !" 

One little girl said : "Oh ! Mother, today I had a real teacher. 
It's just like hearing a fairy tale and waking up and finding it 
true." 



76 

( )ne small l)(\v has had no use i)f his anus since Ihe poHo- 
niyelitis cpidciiiit-. lie was ver\ anxious to learn to write. 
Through ihi' kind to-operalion of one of the principals a s|)ecial 
ap|)liance was niadi- and the child has learne<l lo wiite with his 
peiu-il lu'ld in his teiih. 

This woik has hi'i'u wurtli wliili' when it can hrini;' so much 
happiness and ])rolit to these lillle honu' hoiuid children. 



Mir.K SEKVICE 

'I'he milk service lor l.\l.i() ph\sit-all\ handicapped children 
in 462 classes in 251 schools has heen a ditlicnh one to administi'r, 
due to tlie fact that tliere are many dilTerenl agencies attempting 
to provide stu-ji ser\ice midei' \arious managements. Ihis has 
resulteil in an ahundance of milk for some classes, while others 
were unahK" lo haw an\' service unless the class teachers or prin- 
cii)als made ihemseh'es responsible for di'licits in expenses. 

It seeme(l ;id\ isahle, therefore, to fornudate a {general policy 
concerninti' the milk service in special classes of physically handi- 
capped children this year, so that two cups of milk a da\- could he 
provided lor ex'cry child in such classes, through an economical 
method of administration, h'or this purpose meetings were ar- 
ranged for representatives from all agencies and associations pro- 
\ iding milk lo children in public school classes. .V committee was 
elected from this group to co-ordinate the actixilies of the varii>us 
organizations. 

This conunittee recommended that all associations providing 
milk for school children in classes of physicallv handicapped 
children in Manhattan and the P)ronx, excepting the I'nblic 
School Lunch service, would work through the School (.'hildren's 
Welfare League, and in I'.rooklyn, Oueens and Richmond 
through the I'.rooklyn Hureau of Charities, the delicit to be paid 
each month In these- organi/ations. after receiving all the av.ail- 
ablc limds that could In- proxided b\ the \arious associations 
interested. hurtbermore. it was recommendi-d that, as far as 
]>ossible, the st-luu)ls should ludxidc funds for the actual cost of 



77 

the milk, not inclLuJin;^ service, either through the children re- 
ceiving the milk, or through the parents' association of each 
school. 

The milk service in Brooklyn, Queens and Richmond has 
been in operation many years and is working smoothly. This 
organization will j^rovide milk for all classes of physically handi- 
capped children ujjon the same basis as that of the School 
Children's Welfare I.eague. 



78 

UNGRADED CLASSES 
Elizabeth E. Farrell, Inspector 

The report of the Department of Ungraded Classes is sub- 
mitted in 6 sections : 

1. Status and Statistics. 

2. Recommendations. 

3. Report of Psychological Work. 

4. Report of Medical Inspectors. 

5. Report of Visiting Teachers. 

6. Survey of Nationality of Children in Ungraded Classes. 

STATUS AND STATISTICS 

There are at present 258 ungraded classes with a total register 
of 4,896 children. The average register per class is 19. 

Seven thousand five hundred children were proposed by school 
principals for examination during the year. Of this number 
6,000 were examined. 

One thousand one hundred and seventy-two children were ad- 
mitted to ungraded classes. This large number of admissions 
was possible only by increasing the register of each class from 
16 to 19. In September, 1921, the average register will be 20. 
The necessity of increasing registers to this extent is deprecated, 
for the essence of good, ungraded class teaching is the work 
with individuals and small groups. This type of teaching is not 
practicable with a class of 20. Present equipment and floor 
space is also inadequate for such large classes. Ungraded class 
equipment is movable. Additional tables and chairs have been 
placed in class rooms intended for sixteen pupils, leaving in- 
sufficient space for manual work and physical training. In 
many cases sand trays and other much needed equipment had 
to be removed from the room in order to make space. 

The state law regarding instruction of mental defectives 
states clearly that classes are to be limited to "not more than 
fifteen." The present large classes are a direct violation of this 
law. 



79 

It is earnestly hoped that the future development of the 
department can be in the direction of smaller classes. 

1668 children were re-examined during the year, some being 
examined by both medical inspector and psychologist and some 
by one of these two. Re-examination is necessary to ascertain 
the progress of the child, and to furnish data for recommenda- 
tions for discharge, exclusion, or promotion. 

768 children were discharged from ungraded classes this 
year. They were discharged for the following reasons : 

Over schpol age 481 

Promoted to grade 122 

Excluded on account of low mentality 94 

Other reasons, death, removal from city, physician's 
certificate, etc 61 



768 



Examinations were made at 921 clinics during the year. Of 
these 471 were in schools, 325 in the office of the inspector, 
and 125 at the Bureau of Attendance 

The status and present needs of the department are shown 
in the accompanying graphs. 

NEEDS OF EXTENSION DEPARTMENT OF UNGRADED CLASSES 
EXTENSION OF CLASSES NEEDED 

Present organization 257 classes 

Increase allowed 1921 5 classes 

Increased asked 1922 26 classes 

Required by State Law 1,000 classes 

EXTENSION OF STAFF NEEDED 

6,000 children only can be examined by present stafif. 

5 examiners doing this work at present, 1 per 1,200 children. 

3 visiting teachers, 1 per 2,000 children. 

75,000 children should be examined yearly. 



80 

30 psychologists asked for in 1922. Including' present staff, 1 

per 2,143 children. 
7 visiting teachers asked for 1922. Including present staff, 1 

per 6,818 children. 

ASSISTANCE NEEDED 

This department is the only organization in the city devoted 
to the education of mental defectives. The need for this kind 
of work is very great. There is much more to do than can 
be done in daily office hours from nine to five o'clock. 

The State Department of Education has recognized the 
urgency of the need, and now requires all communities having 
a group of ten seriously retarded children to provide suitable 
instruction for them. The Department of Ungraded Classes 
provides for only one-fourth of the defective children in this city. 

Owing to the necessity for economy, however, our recom- 
mendations represent only our most pressing immediate needs, as 
follows : 

a. Twenty-six new ungraded classes. These have all been 
asked for by principals, and class rooms are available for them 
in present school buildings. 

b. Seven additional visiting teachers. These visiting teachers 
are much needed to secure data for the use of the psychologists 
and psychiatrists, to follow up recommendations for physical 
treatment, to aid the teacher in caring for difficult cases, and 
to secure institutional care for children who require it, through 
the Mental Clinic at Bellevue Hospital, Randall's Island, and 
State Institutions. 

c. Thirty psychologists. Appointment of these psychologists 
is asked in accordance with a report approved by the Board of 
Superintendents in April. 1921. Every backward child, every 
incorrigible child, every truant, every troublesome child should 
have a mental examination for two reasons. First, the child 
is entitled to it so that he may have the benefit of proper school 
classification. Second, the school benefits greatly by the re-classi- 
fication of these misfit children. 



81 

Problem children this year reached a total of 75,174 children 
as follows : 

7,500 Proposed by principal and others because of poor 

school adjustment. 
15,000 Three or more years retarded in development (as 
estimated by the Bureau of Reference and Re- 
search). 
47,674 Truants, as shown by the last annual report of 
Bureau of Attendance. 
5,000 Must be re-examined each year for promotion, dis- 
charsre and exclusion. 



Total 75,174 

These three recommendations are amplified in the following 
sections of the report. 



PSYCHOLOGICAL EXAMINATION AND EDUCATIONAL 

TESTS 

In the last annual report it was pointed out that a method 
of work which made certain the identification of practically all 
children in need of ungraded class work had been tried in two 
school units. A survey of this kind gives the right basis for 
the organization of a school, but in view of the fact that the 
Board of Education has not yet made any adequate provision 
for psychological examination, a modification of this method 
had to be effected. 

Educational psychology has made possible the classification 
of children on the basis of intellectual ability. Colonel Pearce 
Bailey, Chairman of the New York State Commission for Mental 
Defectives says, "When, after thousands of experiments, dififerent 
examiners, working in dififerent places can come to approximately 
the same general conclusions, the value of psychological tests, 
as measures of mind and means of sifting out the dull from 
the normal and the superior, cannot be denied." Psychological 
tests are of two kinds, group and individual. Group (psycho- 
logical) examinations, by means of which large numbers may be 



82 

tested out in a few hours, are more economical than individual 
examinations. Success in them may be taken as a reliable indica- 
tion of intellectual ability. Failure in them may be due to many 
factors, such as reading disability, deafness, the breaking of a 
pencil point and so on. For this reason, children who fail on 
the group examination must be given an individual examination 
before they can be finally classified. 

EXAMINATION OF ELEMENTARY SCHOOL PUPILS 

Ecor>omy and efficiency demanded that a procedure be adopted 
which would bring into use here the contributions made available 
by modern science for the identification and classification of the 
children who fail to succeed in the regular grades in the ele- 
mentary schools. The procedure decided upon was as follows : 

PROCEDURE 

1. Principals were asked to report all children three or 
more years retarded, in addition to those children for whom they 
had requested an examination. From this group were excluded 
recently arrived immigrants where language difficulties existed. 
It has been found by investigators in this field that 50 per cent, 
of school children who are three or more years retarded are 
in need of ungraded class work. For various reasons many of 
these children are overlooked by school officials until it is too 
late to help them. 

2. To obtain a measure of the intellectual capacity and of 
the educational attainment of these children, group psychological 
and educational tests were given to all children reported for 
examination who were in grades above 2B. By this objective 
method choice and surmise in the identification of children in 
the need of ungraded class work was minimized. 

From the great variety of group psychological tests available, 
the test finally decided upon was Haggerty Intelligence Examina- 
tion, Delta II. This was selected because it has well established 
norms of performance on the basis of mental age and school 
grade, and because it measures a wide range of functions. In 



83 

order to find out to what extent the group examined had profited 
by their school Hfe, group educational tests were used. Here, 
as in the psychological group test, it was necessary to choose 
from the large variety of excellent tests available a few which 
could be given in a minimum of time and which would reveal 
fundamental educational attainment. The tests chosen were 
Trabue Language Complete Scales B and C, Woody-McCall 
Mixed Fundamentals in Arithmetic and Thorndike-McCall Read- 
ing. These are all well standardized according to school grade. 

INDIVIDUAL EXAMINATION 

The individual examination which always included the Stan- 
ford Revision of the Binet Simon Tests, with such performance 
tests as were indicated, was given to the following groups of 
children : 

(a) Those who fell below 70 I. Q. on the group 

examination. 

(b) Those, children below 3A grade, and certain 

others, who were reported for examination 
by the school principal. 

(c) Those who showed marked irregularity in the 

group examination. 

(d) Those of foreign birth who had been in school 

long enough to have learned English but who 
failed to make satisfactory progress. 

(e) Those suffering - from partial or complete 

deafness. 

GROUP PSYCHOLOGICAL EXAMINATION 

The group psychological tests have been given to 815 overage 
children. This work was done in twenty-two half days. The 
antiquated method of individual examination under which the 
Board of Education expects us to work would have required 
117 days for the completion of the task. 

The overageness varied from six months to seven years. 492 
were from one to three years retarded. 323 were three or more 



84 

years retarded. These overage children came from grades 3A 
to 8A inclusive. Figure 1 shows the retardation of the 815 chil- 
dren examined by the group psychological test. 

FIGURE 1 

Years retarded y, 12 3 4 5 6 7 Total 

Number of children I'z 156 263 202 89 18 13 1 815 

The examination revealed the fact that the great majority 
of these retarded children are below average in general intelli- 
gence. The range of I. Q. is from 38 to 121. The group 
clusters around 70 I. Q. Only 93, or 11 per cent, had I. O.'s 
above 90. (50 per cent, of all children in our schools fall 
between 90 I. Q. and 110 I. Q. They constitute the "average" 
who fit well into the present school curriculum.) These 93 chil- 
dren could probably profit by work in the regular grades proper 
to their ages. They are retarded for reasons other than lack of 
general intelligence. Nine of this group had I. O.'s above 110 
(superior intelligence). 

722 are below average in general intelligence. Of those, 404 
have I. Q.'s below 70 (seriously retarded). They need indi- 
vidual examinations upon which school classification can be pre- 
dicated. 318 of this group are really wasting their time in 
the regular grades. They need a course of study different from 
that offered to the average children and also different from that 
given to ungraded class children. They should be in opportunity 
classes, with a curriculum suited to their needs. Such a cur- 
riculum would be based on the fact that these children do their 
thinking on the sensori-motor and perceptual level, rather than 
on the higher conceptual and abstract level. 

Figure 2 gives the I. O. (Haggerty) distribution of these 
815 children. 



I. Q. Below 70 

Number 404 

Per cent 50 



FIGURE I 




70 to 79 80 to 89 


90 to 109 109 to 121 Total 


201 119 


84 9 815 


25 14 


10 1 100 



85 



EDUCATIONAL TESTS 



The results of the group educational tests furnished addi- 
tional information upon which to base recommendations for 
school re-classification. There was a close correspondence between 
ability to do school work as revealed by educational tests and 
the ability of the child, as revealed by intelligence tests. In most 
cases the results of the standardized educational tests showed 
that the children were in grades far beyond their ability to do 
school work. In some instances, however, they did work of 
a higher grade on the educational tests than that required in the 
grades in which they were. For example, one boy in a 5A 
grade showed good 6th grade ability. His conduct, which was 
rated "C," was undoubtedly due to lack of interest in his school 
work, which was so easy that he was obliged to find other outlets 
for his energy. Another boy in a 5B grade showed 7th grade 
ability on the educational tests. Inquiry brought out the fact 
that the boy had been committed to a juvenile reform school 
four times. Is it too much to believe that had the school known 
his ability and worked him to the limit of his capacity that his 
history would have been dififerent? 

INDIVIDUAL PSYCHOLOGICAL EXAMINATION 

404 children fell below 70 I. Q. on the group examination. 
They needed individual examinations in order to eliminate factors 
other than inferior mentality as the reason for the low score. 

Because of the inadequate provision made by the Board of 
Education for service of thisi kind only 269 of the 404 children 
who needed individual examinations could have them. For the 
same reason first attention was given to those making the lowest 
scores on the group examination. 

Figure 3 shows the I. O. (Stanford Revision) distribution 
of 269 children who had individual examinations. 



I. Q. .. 
Number 





FIGURE 6 




Above 




30 to 69 


70 to 79 80 to 89 


90 to 110 


110 


Total 


n 


122 58 


12 





269 



86 



CORRELATION 

The correlation, rank order method, between the Haggerty 
IntelHgence examination and the Stanford Revision of the Binet- 
Simon Test is 65. This indicates that for the majority of cases 
the group examination has rehabihty in getting the mental 
level. The general tendency was to grade lower on the group 
than on the individual examination. In 38 per cent, of the 
cases the scores remained about the same ; in 50 per cent, of 
the cases the scores were 16 td 25 points higher ; in 3 per cent. 
of the cases the scores on the individual examinations were 6 
to 8 points lower than those made on the group examination. 

REPORTS TO SCHOOL PRINCIPAL 

The results of all the group and individual examinations 
were tabulated for each school. These results were sent to the 
school principal. This tabulation gives information on problem 
children that has resulted in a modification in school environment, 
affording a better educational opportunity for the individuals 
concerned. 

The following letter was sent to the principal of one of the 
schools examined and the report on the first eight of the thirty- 
two pupils examined. 

Date, April 11, 1921. 
TO THE PRINCIPAL, P. S. 

My Dear Miss 

I beg to report as follows on the mental survey of over-age pupils 
in Public School , Brooklyn, which has been conducted since April 

25th in accordance with your request. 

1. Over-age children and those proposed by the principal for un- 
graded classes, from grades 3B to 7 A, inclusive, were the subjects of 
examination. 

2. Thirty-two children were surveyed on April 25 by means of 
group tests. Those were Haggerty Intelligence Test, Delta 2, Trabue 
Language Scales B and C and Woody-McCall Arithmetic, Mixed 
Fundamentals, Form II. 

3. The results of the Haggerty Intelligence tests are listed in the 
accompanying tabulations in terms (a) of points, (b) of mental age, 
(c) of school grade and (d) of I. Q. The I. Q. is the ratio between 
birthday age and mental age. A child with an I. Q. of 100 is exactly at 



87 

"par," his birthday age and his mental age being identical. (Fifty per 
cent, of all children in our schools fall between 90 I. Q. and 110 I. Q. 
and they constitute "the average" who fit well into the present school 
curriculum.) The Trabue Language and Woody-McCall arithmetic 
results are given in terms of the school grade. 

4. The results of the group examination show that over-age chil- 
dren in Public School 169 are below average in intelligence in nearly 
all cases. Only eight children reached or exceeded 90 I. Q. These 
children could probably profit by work in the regular grades proper to 
their ages. They are retarded for reasons other than lack of general 
intelligence. What these reasons are could be determined only by in- 
dividual inquiry. 

With the exception of the children mentioned, these over-age pupils 
have less than 90 per cent, of average intelligence. The majority 
cluster around 72 I. Q. and should have a different curriculum from 
that prescribed for average children. Under present organization they 
do best in Opportunity Classes, when they fall between 75 and 85 I. Q. 
According to our findings twenty children should be in Opportunity 
Classes. 

Nineteen of those measured by the group test fell below 75 I. Q. 
Every one of these should have an individual examination, as it is 
probably that the majority belong properly in an ungraded class. Wt 
undertook to make as many individual examinations as we could and 
we have actually examined sixteen children, individually, up to date.* 
Because of the small number of examiners on the staff it has been 
impossible to give more individual examinations at this time. 



*Seventeen children in classes below the 3A were given individual 
examinations, making a total of thirty-three individual examinations. 

5. Of the children individually examined, thirteen have been 
recommended for ungraded class work. They are indicated on the 
tabulations by a red star. Additional cases would no doubt be so 
recommended if individual examination could be made. 

Some of the mentally deficient boys can do the work in the grades 
in which they are placed ; as, for example, a mentally defective boy of 
14 years ; if he has a mental age, 9 years may be fair work in a 4A 
grade. However, through many repetitions of grade, the habit of 
failure has become firmly fixed in such a boy by time he has reached 
that status. 

Trusting that this report may be of service to you, I am 
Very truly yours, 

ELIZABETH E. FARRELL, 

Inspector, Ungraded Classes. 



88 



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89 



CLINICS 



Previous to February, 1921, the extravagant and wasteful 
method of individual examinations had been followed, except 
in the case of those children who were to be promoted from 
or discharged from ungraded classes. These children came to 
clinics and could be given the group examination. 

Figure 4 gives a statistical summary of these examinations. 



FIGURE 4 

Cases No. 

Individual examinations exclusive of 269 children whose 

L O.'s were below 70 in the group examination 1,603 

Group examinations of children proposed for promotion 

or discharged from ungraded classes. 757 

Total 2,360 



BUREAU OF ATTENDANCE HEARINGS 

The Bureau of Attendance has reported for examination 823 
children. Examination shows their m.ental status as follows : 

Normal 283 

Borderline 436 

Mentally Defective 104 

Total 823 



The age-grade distribution of 714 of this group is seen in 
Fisfure 5. 



90 

FU'.rKK 5 

GRADES 



Years 


1 


2 


3 


4 


5 


6 


7 


8 


6 


















7 


6 


11 


1 












8 


3 


20 


2 












9 




13 


15 


6 


1 








10 


1 


11 


25 


20 


12 


3 






11 


1 


1 


18 


18 


37 


15 


1 




12 




1 


12 


29 


S7 


32 


3 




13 






5 


18 


54 


50 


23 


3 


14 






2 


6 


40 


45 


34 


3 


15 








4 


21 


32 


*> 




3 


16 










1 








Total . 


11 


49 


80 


101 


223 


177 


64 


9 



10 Total 

10 

25 

35 

72 

91 

134 

153 

130 

63 

1 

714 



It will be seen that six are aceelerated. 200 are elassitied in 
grades normal for their ages. 508 are retarded. 



WASHINGTON IRVING HIGH SCHOOL 

In order to understand certain of the failures in the \\'ashing- 
ton Irving- High School the principal sought help from this de- 
partment. He reported that there were eighty-seven girls who 
presented serious problems, individual or social in nature. In 
order to be in a position to help them he requested that a study 
of these girls be made. Sixty-one had the benefit of individual 
psychological examination. Twenty-two were below average in- 
telligence. Sixteen were within the average range. The I. 0. 
distribution of thirty-eight of them is shown in Figure 6. 

FIGURE 6 

I. Q 60 to 70 71 to 78 79 to 89 90 to 110 Total 

Number 5 9 8 16 38 



91 



The cost to the city of this unintelligent classification of these 
thirty-eight high school pupils is shown in Figure 7. 














U5 




w 










<u 




(U 




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to 

a 
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< 




6? 




O 






aJC/3 


1 


20-3 


10-0 


63 


2d tr. Com. 


4 


2 


22 


6 


$353.15 


2 


17-1 


10-3 


64 


1st tr. Dress. 


2 


1 


22 


6 


353.15 


3 


19-1 


11-7 


72 


3d tr. Com. 


6 


3 


20 


4 


369.00 


4 


15-5 


11-6 


74 


2d tr. Dress. 


3 


1 


18 


2 


112.53 


5 


16-7 


11-9 


75 


1st tr. Com. 


1 





18 


2 


144.55 


6 


19-2 


12-6 


78 


1st tr. Acad. 


2 


1 


26 


10 


481.25 


7 


14-8 


11-3 


78 


1st tr. Com. 


1 





18 


2 


270.55 


8 


15-8 


12-6 


80 


3d tr. Com. 


5 


2 


17 


1 


161.00 


9 


14-11 


12-0 


80 


2d tr. Dress. 


2 





17 


1 


32.03 


10 


15-6 


13-1 


81 


3d tr. Com. 


4 


1 


18 


2 


144.55 


11 


16-9 


13-3 


83 


2d tr. Acad. 


1 





20 


4 


128.10 


12 


17-2 


13-11 


87 


2d tr. Com. 


3 


1 


21 


5 


321.13 


13 


16-1 


14-2 


89 


2d tr. Com. 


5 


3 


21 


5 


240.63 


14 


17-1 


14-5 


90 


6th tr. Acad. 


8 


2 


16 





241.50 


15 


15-6 


14-0 


90 


3d tr. Com. 


4 


1 


16 





90.50 


16 


15-3 


13-9 


90 


2d tr. Com. 


3 


1 


16 





161.00 


17 


14-6 


13-1 


90 


1st tr. Com. 


2 


1 


16 





161.00 


18 


17-6 


14-9 


92 


5th tr. Acad. 


8 


3 


16 





322.00 


19 


15-6 


14-6 


93.3 


3d tr. Com. 


4 


1 


18 


2 


112.53 


20 


16-1 


15-5 


96 


5th tr. Acad. 


6 


1 


16 





161.00 


21 


18-6 


15-7 


97 


2d tr. Acad. 


3 


1 


22 


6 


272.65 


22 


18-6 


15-7 


97 


8th tr. Acad. 


13 


5 


20 


4 


530.60 


23 


15-5 


15-2 


98 


2d tr. Acad. 


1 





13 
in An. 







24 


16-4 


16-0 


100 


5th tr. Acad. 


6 


1 


18 


2 


144.55 


25 


14-8 


15-0 


102 


1st tr. Acad. 


1 





18 


2 


32.03 


26 


14-9 


15-2 


102 


2d tr. Com. 


3 


1 


15 





80.50 


27 


14-6 


14-10 


102 


1st tr. Acad. 


1 





18 


2 


64.05 


28 


17-2 


17-1 


108 


8th tr. Acad. 


8 





15 







29 


15-7 


9-11 


64 


1st tr. Com. 


1 





20 


4 


64'5b 


30 


15-8 


10-8 


68 


1st tr. Com. 


1 





18 


2 


64.05 


31 


15-3 


10-4 


68 


1st tr. Com. 


1 





18 


2 


64.05 


32 


14-7 


10-7 


72 


1st tr. Acad. 


1 





17 


1 


32.03 


33 


15-6 


11-3 


72.5 


1st tr. Com. 


1 





23 


7 


224.18 


34 


16-9 


11-9 


73 


1st tr. Acad. 


1 





27 


11 


352.14 


35 


15-1 


11-3 


75 


1st tr.'Com. 


1 





17 


1 


32.03 


36 


14-9 


11-8 


89 


1st tr. Acad. 


1 





17 


1 


32.03 


37 


15-0 


12-3 


80 


1st tr. Acad. 


1 





18 


2 


64.05 


38 


14-4 
tal . . 


14-7 


75 


1st tr. Acad. 


1 





18 


2 


64.05 


To 


$6,468.69 























92 

The cost to the city is great. The cost to the individual is 
inestimable. It is to be seen in the habits and attitudes with which 
these adolescents face life. They have early "caught the dis- 
ease of failure." 

Discussing- the problems of failures in high schools, Superin- 
tendent Tildslc}- writes as follows in a recent publication: "For 
years we have been disturbed in New York City by the high per- 
centage of failure of first-term students in high schools, ranging 
around 30 per cent. We have sought to modify the course of 
study, improve methods of instruction, introduce supervised 
study, and still the failures continue. We are slowly coming to 
realize that the greatest cause of failure is the faulty classification 
of pupils which allows pupils of great diversity of ability to be 
enrolled in the same section. Teachers can be found who will 
tell you that the presence of bright pupils is needed in the classes 
to stimulate the duller ones. But in all kinds of games we find 
that we gain most from competition with those who are not too 
superior in skill to ourselves to make the contest interesting." 

In order to prevent, or at least to minimize,, these costly fail- 
ures, the entering classes in February, 1921 (925 children), and 
June 30. 1921 (849 children), were examined by group psycholog- 
ical tests. (This was possible because of the professional services 
given by the New York City members of the N. Y. State Associ- 
ation of Consulting Psychologists.) 

For the February class the Haggerty I. Q. range was from 65 
to 137. Median I. O.'s for the dififerent courses is as follows: 
Academic, 106 I. O. ; Art, 106.5 I. O. ; Commercial, 102.4 I. O. : 
Dressmaking, 99.6 I. O. Sections were organized on the basis 
of strength, as that was indicated by the examination. This is at 
variance with methods which prevail. To cjuote again from Dr. 
Tildsley : "They (high school pupils) are classified first according 
to the language chosen, if any. One principal then classified them 
alphabetically and maintains that the presence of twenty-four 
Cohens in one section, of whom eight are Abraham Cohens, does 



93 

not in any way reflect upon the reasonableness of his method of 
classification. Other principals keep pupils from the same school 
together so that a natural group spirit may exist from the first 
day. Still other principals group the pupils on the basis of the 
report cards brought from the elementary schools." 

EXAMINATION OF CHILDREN OF PRE-SCHOOL AGE 

The Civic Club Committee on Education invited the Superin- 
tendent of Schools, the Commissioner of Health and the American 
Red Cross to cooperate in the examination, during the month of 
June, 1921, of 1,000 children who will enter lA classes in Septem- 
ber. The Committee thought that the interrupted school attend- 
ance of first year children, due to the correction of physical 
defects found by the medical school inspector, could be obviated. 
If all examinations could be made in June physical defects could 
be corrected during the summer through the cooperation of school 
nurses and the services provided by the American Red Cross. 
The committee also thought that failures in school work with the 
consequent tendency to truancy and conduct disorders might be 
prevented or at least minimized by the organization of lA classes 
on the basis of mental strength, as that was revealed by individual 
psychological examinations. Representatives of the Club and 
of the three agencies named constituted a committee to do this 
work. This committee decided to examine the children to enter 
eight different schools. Four of these are in Superintendent 
Nicholson's district in the upper east side and four in Superin- 
tendent Kidd's district in the lower east side. 

The individual psychological examination of the children was 
the function of this department. It was made possible by the co- 
operation of the New York Association of Consulting Psychol- 
ogists, who furnished most of the examiners, and by the New 
York County Chapter of the Junior Red Cross and other inter- 
ested persons who furnished financial and other assistance. An 
analysis of this work will be submitted later. 



94 

Figure 8 is a statistical summary of the psychological work 
done during this school year. 



FIGURE 8 

Children Examined Examined Total 

Group Psychological Examina- |New cases (El. Sch.) Q 815 

nation [W. I. H. S 1,774 2,589 

Group Educational Examina- (New cases (El. Sch.) 847 

tion ) Promotions and discharges 757 1,604 

["New cases 1,872 

T J. ., , T- • .• Re-examinations 100 

Individual Examinations i^ , , , ^^^ 

I Pre-school age 1,000 

[Bureau of Attendance 823 3,795 

Grand Total 7,988 



REPORT OF VISITING TEACHERS 

In 1913-14 the Social Service Staff consisted of two visiting 
teachers who had been assigned to the Department of Ungraded 
Classes. It was impossible for two social workers to provide ade- 
quate care for so large a number of children. Since that time 
the Social Service Staff has been increased from two to three, 
while the number of children examined has practically doubled. 

Below is a graphic picture of the increase in the number of 
children proposed for ungraded classes and examined by the 
Department : 

1913-14 3,(XX) Approximately 2 Visiting Teachers 

1920-21 6,(X)0 Approximately 3 Visiting Teachers 

These figures show that only the emergency cases can be given 
the service of the Visiting Teachers. 



95 



PROGRAM OF WORK 



With only one additional Visiting Teacher and with 100 per 
cent, increase in the number of children examined, it has been 
necessary to adopt a different program of work, as follows : 

1. A visiting teacher has kept office hours each day to advise 
parents and teachers, thereby making unnecessary many home 
and school visits. In this way approximately a thousand cases 
have been cared for, including many not approved for ungraded 
classes. 

2. The number of clinics held has been greatly increased. 
At least one visiting teacher has been present at each, taking 
histories and referring parents to various hospitals for correction 
of physical conditions. 

3. Follow-up work by means of letters to school principals 
has been done to make sure that the physical recommendations 
have been carried out. 

4. Conferences were held in the office with teachers after 
re-examinations of their classes, to secure their co-operation in 
the care of the children. 

5. Intensive work has been started this year with individual 
classes to facilitate the work of the teachers by making known 
to them the neighborhood resources for recreation, health, etc., 
and to offer them the help of the visiting teacher in difficult cases. 

Work with individual classes is important and should be 
extended next year to include all ungraded classes. 

There should be more time for personal interviews with the 
children themselves especially when questions of conduct are 
involved. 

Certain special cases should receive more attention than it 
is possible to give with the present limited staff. 



96 



REASONS FOR REFERENCE TO VISITING TEACHERS 

The graphs indicate the reasons why children were referred 
to the visiting teachers and what action was taken. Many were 
referred for more than one of the causes indicated below : 

Mental and Physical Condition. ■■■^■■^^■i^^HIH^Hil^^^^HH 307 

Conduct mi^^^^m^m^^m^m^ 112 

Home Investigation ^^■■^^^^■■■H 89 

School Adjustment ^^^^B^^H 32 

Miscellaneous HI^H 19 



WHY REFERRED 

Mental and Physical Condition 

Conduct 

Home Investigation 

School Adjustment 



Visiting 
Teacher 
Service 



ACTION TAKEN 

Mental Clinic, Children's 
Psychopathic Ward, Dis- 
pensary and Hospitals, 
Nutrition Centre, Public 
Health Nurse. 

Recreation Agencies, Child 
Labor Commission, Police 
Department S. P. C. C, 
Children's Court, Institu- 
tions for Mentally Defec- 
tive. 

Churches, Clubs, Relief 
Agencies, Employment 
Agencies, S. P. C. C. 

Conferences with Principals 
to Discuss Needs and 
Suggest Remedies, Spe- 
cial Classes (Ungraded), 
Sight Conservation, 
School for the Deaf, 
Anemic and Cardiac. 



CASES INVESTIGATED f^ 

The State Commission for Mental Defectives has cooperatevl 
this year with the Department of Ungraded Classes. Through 
their field agents 475 cases have been investigated. 

Of these 89 were school cases ; 118 were low grade children 
who could not profit by school attendance and needed to be 



97 

placed in institutions ; 109 were intellectually low grade or emo- 
tionally unstable children discharged from school, over 16 years 
of age and in need of after care, 178 were children reported 
by the Bureau of Attendance as children of low mentality not 
attending school. 

Statistics for the year 1920-21 given below do not include 
children referred to the State Commission. 

Ungraded Not Ungraded Total 

Boys 263 100 363 

Girls 163 26 189 

Total children visited 552 

Total children cared for without visiting 1,000 

Cared for through State field agents 475 

Visits : Home 1,022 

School 493 

Miscellaneous, including visits to relief agencies, Children's 

Court, hospitals. Settlements, etc 553 

Total 2,068 

Clinics attended 253 

Interviews in office 1,000 

Histories taken 650 

Letters to hospital cHnics 920 

This preventive and constructive social work should be ex- 
tended in order to become of greater value not only to the 
children and to the schools but also to the community in which 
most of these children must live. 

■ SURVEY OF NATIONALITY OF CHILDREN 

The Department of Ungraded Classes undertook this spring 
an investigation of the nationality and race of the children in 
ungraded classes. 

The fact that large numbers of foreign born parents are 
seen annually at the clinics, and the knowledge that many un- 
,graded class pupils are foreign born, led us to make this study. 
Current interest in progressive legislation for limiting immigra- 
tion makes the results unusually interesting. 



98 



In January, 1921, a questionnaire was sent to all teachers of 
ungraded classes asking for information as to the nationahty 
and race of the children in their classes. The following headings 
were used : 

Birthplace Nationality Nationality 

Name of Child of Child of Father of Mother 

Data for 4,771 children was received. The well-known weak- 
ness of the questionnaire method, with its high percentage of 
error, must be taken into consideration in studying the results. 

The data is classified in the table below : 

Nationality Nationality Birthplace 

of Father of Mother of Child 

Italy 1,627 1,584 242 

Russia 859 836 143 

United States 837 918 4XW 

Germany 264 214 8 

Austria 241 244 26 

Ireland 221 260 2 

Negro 96 95 96 

U. S 70 U. S 70 

Foreign.. 14 Foreign.. 13 U. S 94 

Unascert. 12 Unascert. 12 Foreign 2 

Hungary 78 96 9 

Poland 69 71 12 

England 47 38 13 

Roumania 34 26 4 

Bohemia 30 29 

Sweden 25 23 

Sicily 23 23 5 

France 22 12 3 

Scotland 20 17 1 

Spain 18 14 4 

Greece 12 12 2 

Norway 11 10 

American West Indies 2 2 3 

British West Indies 1 2 

Australia 5 3 

Austro- Hungary 5 6 1 

Holland '. 5 3 

Finland 4 4 



99 



Nationality Nationality Birthplace 

of Father of Mother of Child 

Porto Rico 4 4 2 

Denmark 3 4 '1 

Lithuania 3 2 4 

Belgium 2 1 1 

Canada 2 3 8 

Egypt 2 2 

Switzerland 2 3 

Syria 2 2 

Turkey 2 2 4 

Brazil 1 1 

Cuba 1 1 1 

Czecho-Slovakia 1 2 

Haiti 1 

Newfoundland . . 1 

South America 1 1 

Virgin Islands 1 1 2 

Unascertained 188 200 72 

Total 4,771 4,771 4,771 

Total American born 916 (19.1%) 966 (20.8%) 4,199 (88%) 

(Incl. possessions.) 

Total foreign born 3,657 (76.6^o) 3,565 (74.7%) 500 (10.48%) 



Presented graphically the figures may be summarized as 
follows : 

Parent Child 

Total foreign . 

Total U. S . 

Italy 

Russia 

Germany — 

Austria _ 

Ireland _ 

Hungary _ — 

Poland — — 

Other European 



100 



POINTS OF INTEREST IN THESE FIGURES ARE AS FOLLOWS : 

1. 88 per cent, of the children in ungraded classes were 
born in this country. 

2. 75 per cent, of their parents are foreign born. 

3. Italy furnishes 34 per cent, of parents, Russia 18 per cent., 
Germany 6 per cent., Austria 5 per cent., and Ireland 5 per cent. 
All the other foreign countries represented furnish only 9 per 
cent, of the total. 

4. The figures for the father and for the mother are nearly 
the same, the largest difference being that there are 81 more 
American born mothers than fathers. 

5. The number of negroes is understated, many having been 
listed as "American." 

6. The unascertained, include those not ascertained, those 
of mixed parentage stated ambiguously, and those deceased (when 
not classified). 

7. The nationalities are unevenly distributed throughout the 
five boroughs, the foreign parents, especially Italian, Russian and 
Austrian, being found in disproportionately large numbers in 
Manhattan. They are also found in Brooklyn in large numbers, 
less frequently in the Bronx, almost not at all in Queens and 
Richmond. The American and German parents are fairly evenly 
distributed over the five boroughs in proportion to general popu- 
lation. 

8. The group is selected. The more troublesome mental 
defectives and those who attend crowded schools are more fre- 
quently reported for examination than others. Hence, the chil- 
dren in ungraded classes form a somewhat selected group. 

9. A rough comparison may be made between the expected 
frequency and the actual frequency of the foreign parent of 
the mentally defective child. 

The 1920 census gives the number of foreigners of each 
nationality in the city. These figures include, of course, all 
foreigners of a given nationality, i.e. men, women and children. 



101 



Our figures give father only, and probably show only about 
one-fourth of the number there would be, if all mentally defective 
children in the city were cared for in ungraded classes. 

Foreign Fathers of Ungraded 
Foreign Population* C,^^^ Children 

Russia 479,481 Italy 1,627 + 

Italy 388,427 Russia 859 — 

Ireland 202,833 Germany 264 + 

Germany 193,558 Austria 241 + 

Poland 145,257 Ireland 221 — 

Austria 126,447 Hungary 78 + 

England 71,288 Poland 69 — 

Hungary 64,235 England 47 — 



*As determined by U. S. Census, 1920. 

The sign plus or minus after each nation in column 2 shows 
the relation to the general distribution of races as determined 
by the census. Plus indicates that a given nation is represented 
more frequently by fathers of mental defectives than would 
be expected from the numbers of that nation present in the city. 
Minus indicates that a given nation is represented less frequently 
by fathers of mental defectives than among the population at 
large. 

The comparison is especially interesting on account of the 
recent legislation allowing immigration on the basis of percentage 
of foreigners already in this country. 



102 

(^PRX-ATK CLASSICS 
S. Josephine Baker, M. D.. D. P. IT. 
Director, Bureau of Child IIvcukne 
Department of Health 

I beg to submit the following report of the work performed 
l)y the lUireau of Child Hygiene of the Department of Health 
during the school year 1920-1921. in cotmeetion with the open- 
air classes of public schools. 

There are now 117 open-air classes with a total registration 
of 3.217 pupils. 

SCOPE OF the work 

The open-air classes are primarily for school children who 
are of a tuberculous diathesis. It frequently happens, how^ever, 
that there are not enough such children in any one school to 
fill such a class. It is the practice of the department, therefore, 
to fill all vacant places with children who are undernourished 
or physically subnormal and who might be benefited by the 
opportunity of spending the school day in the open-air classroom. 
The majority of the children in these classrooms are of the latter 
type. 

advancement of work 

Rules and Regulations: 

The work has been conducted essentially along the same lines 
as last year and it has not been found necessary to change any 
of the main rules and regulations. 

There has been, however, a marked improvement in the 
general quality of the work, as must be expected with a corps 
who are becoming more experienced and interested in this im- 
portant work. 

The medical inspectors, nurses and teachers have had the 
opportunity to follow the pupils from their admission to an open- 
air class up to such time as they are physically qualified to be 
transferred to a regular class. Being in closer contact with the 



103 

pupils of the open-air classes, than with the pupils of regular 
classes, their personal interest is developed. This has insured 
better and more efficient work during the year. 

PART-TIME CLASSES 

On account of the shortage of seatings in some sections of the 
city, some of the open-air classes have been placed on part time. 
While it is needless to state that this is some handicap to the 
children who have the afternoon session, it is however far better 
than placing them in regular classes. 

The schedule that appears to give the best results for open-air 
classes placed on part time, is to have one class in session from 
8 A. M. to 12 noon and the other class from 12 noon to 4 p. m. 
It has been demonstrated that it is not advantageous to divide 
the time for each class into several periods as it has been found 
to be a greater physical handicap to send these children home 
under the schedule usually adapted for part-time classes. Where 
it has been tried out, the children failed to gain sufficiently and 
in many instances even lost weight. When these same children 
were placed on the schedule above noted, they all showed a marked 
improvement in weight and maintained an average scholastic 
training. 

When the one period session is used 8 to 12 noon, or 12 noon 
to 4 P. M. the children get no resting period on their cots. They 
only get a short rest or recreation between their school work 
periods. 

This plan adds considerably to the responsibilities of the 
parents as they are instructed by the nurses and teachers as to 
the absolute necessity of providing a proper rest period during 
the day for their children at home. 

This question is not a difficult one to solve providing the 
nurses and teachers are competent and sufficiently interested in 
their work. It is a very simple matter to get the parents to do 
what the nurses and teachers advise them, if the homes are visitefl 
frequently and the importance of caring for their children is 
properly presented to the parents. 



KM 

It has been noted in a number of the previous annual reports 
that the home conditions of the children of open-air classes must 
be properly regulated by the instructions given to the parents 
by the nurses and teachers. This is still more important when 
classes are on part time, as some of the class routine can then 
only be provided for at home. 

EXTRA FEEDING 

During- this year we have been able to study the value of a 
uniform food for the extra feeding. Pupils in regular open-air 
classes receive two glasses of milk daily; one at 10 a. m. and 
one at 2:45 p. m. Those in part-time classes, one glass of milk 
either at 10 a. m. or 3:30 p. m. 

The Board of Education supplied a pint of milk for each 
pupil in the open-air classes of Manhattan and Bronx. The 
Brooklyn Tuberculosis Committee provided the same for Brook- 
lyn and Queens during the entire scht^ol year. 

Unfortunately the funds available for the Board of Education 
supply of milk became exhausted on January 1, 1921, and a 
number of the pupils of open-air classes in Manhattan and Bronx 
were without any milk supply for a month or more. 

While the pupils in the classes in Brooklyn and Queens as 
well as a few in the other boroughs were still receiving milk 
it was demonstrated that the classes receiving milk continued to 
gain normally while those where the supply was discontinued 
showed markedly the loss of it. 

Fortunately this was of short duration, as the school children's 
Welfare League, in conjimction with several other private or- 
ganizations raised sufficient funds to supply every class in Man- 
hattan and Bronx with milk for the rest of the school year. With 
the continuation of the milk supply, the weight increase of the 
children was restored. 

Heretofore it has always been noted that many children failed 
to gain and in some instances even lose weight with the approach 
of spring. This was attributed to the general etTect of a higher 



105 



temperature as well as to a loss in appetite during the warmer 
weather. 

This year most of the children continued to j^ain and the 
higher temperature did not appear to affect them in any way 
as most of them continued to gain regularly and as much as 
they did during the colder weather. This can only be attributed 
to the liberal milk supjjly inasmuch as all other conditions re- 
mained unchanged. 

All the nurses and teachers appreciated the marked improve- 
ment of the children this spring, when compared to the same 
season in previous years. Likewise the school work showed im- 
provement as the children were less fatigued and listless. 

To those having had an opportunity to observe the children 
this year, the change over previous ones was very striking and 
fully proved that milk is an excellent food for the extra feeding, 
and an essential and important part of the routine of open-air 
classes. It is gratifying to note that the same private agencies 
have agreed to continue supplying each child in the open-air 
classes with a pint of milk throughout the next school year. 

RECORDS 

The individual physical record card form 296K used for 
children in the open-air classes has now a space on the back of it 
with appropriate headings for the medical inspector to note his 
recommendations for physical training. This provides the Physi- 
cal Training Department with an individual record for each child 
as to what type of physical training activities he may participate 
in. With the exception of this one addition all the record forms 
remain the same. 



106 

STATISTICS 

The follow ing- tables give the statistical data of the work per- 
formed during the school year, September, 1920, to June, 1921. in 
the open-air classes : 

SUMMARY OF RESULTS OF OPEN-AIR CLASSES 

Number of schools with open-air classes 79 

Number of open-air classes 117 

Register of classes 3,217 

Number of pupils examined 3,515 

Boys 1,473 .... 

Girls 2,042 .... 

Number found with defective vision 312 

Glasses obtained 293 .... 

Nimiber found with defective hearing 32 

Treated 24 .... 

Number found with defective teeth 1,348 

Treated 1,176 .... 

Number found with defective nasal breathing 183 

Treated (operation) 122 .... 

Number found with hypertrophied tonsils 364 

Treated (operation") 179 

Number found with defective nutrition 3,109 

Improved in open-air classes 2,747 .... 

Number found with cardiac disease 131 

Treated 131 .... 

Number found with pulmonary disease 82 

Treated 68 .... 

Number found with orthopedic defects 54 

Treated 54 

Number found with nervous affections 62 

Treated 62 .... 

Total number of children discharged from classes O. K 298 

Total number of tuberculous children 806 

Total number who gained 2,747 

Total number who did not gain 7Z2 

Total number who lost 36 

WORK OF .MEOICAL INSPECTORS 

Inspections 496 

Regular physical examinations 4,672 

Re-examinations 7.864 



107 



WORK OF NURSES 

Contagious diseases : 

Inspections 

Instructions and treatments 

Physical defects : 

Instructions at schools 

School consultations with parents 

Cases terminated 

Visits : 

For contagious diseases 

For physical defects 

To dispensaries 

To lectures 



37,562 
8,673 



11,428 
1,647 
1,062 



274 

5,226 

81 

207 



SCHOLARSHIP RECORD 



Grades Advances 



Progress Compared to 
Previous Record 



More Than 




Less Than More 


Same 


More 


One Grade 


One Grade 


One Grade Rapidly 


Rate 


Slowly 


229 


2,924 


362 784 

CASES DISCHARGED 


2,690 


41 


Gained 


Remained 


Lost Scholarship 






Weight 


Same Weight 


Weight Improved 


Same 


Worse 


274 


24 


97 


201 






In comparing the statistics for this year with previous years 
there is but a very slight variation. However, this year has not 
been entirely satisfactory as regards the expected weight gains 
in children. 

The number of children who failed to gain in weight was 
larger than anticipated. Several reasons are offered for many of 
these failures. The first is the fact that the new order of the 
Department of Education requiring extra children to be kept on 
register, so as to maintain an average daily attendance of twenty- 
five, gives these extra children only partial benefits of the open- 
air class routine. None of the classes have the extra equipment 
for these children so that there are many days when they are 



108 

without bags or cots or extra seatings, and in some instances 
they must be placed in regular classes. 

The number of pupils in a class is limited by the size of the 
room and the equipment on hand. 

It has been impossible to procure the missing equipment or to 
have the old repaired when needed, so that it was impossible to 
procure the extra equipment that each class required for an in- 
creased registration. 

The second reason why some of the children failed to gain 
was due to the fact that poverty was again with us during the 
year. In some sections of the city the parents were on strike and 
the children did not receive a sufficient amount of food. In sec- 
tions where economic conditions were better this failure to gain 
weight was not apparent. Furthermore, because of limitations of 
medical service, a number of pupils who should have been trans- 
ferred to regular classes were kept in an open-air class one extra 
term. While these children undoubtedly profited by their pro- 
longed stay in the open-air class, it kept out the same number of 
children who were sadly in need of these advantages. Again, a 
child who has reached its normal or near weight will naturally not 
gain in weight so markedly or rapidly as those subnormal physic- 
ally and underweight while under the favorable conditions of 
open-air classes. 

It is a very striking fact that the number of physical defects 
found in the children was considerably less this year. This is 
due to the fact that so many children were attended to in previous 
years and bears testimony to the good results of school medical 
inspection by the Bureau of Child Hygiene. 

The number of children exposed to tuberculosis in their homes 
registered in the classes was increased, but there are still insuf- 
ficient classes to care for even a fair proportion of these cases. 
This will, however, continue to be the situation so long as the 
number of classes is limited and so long as so great a portion of 
the city is uncovered. Were it possible to fill every class exclu- 
sively with these children only about 25 per cent, of this type of 
case would be cared for. 



109 

Next year every child exposed to tuberculosis at home and 
attending a school having an open-air, class, will be registered 
if possible in one of these classes. While this will increase the 
number of this type of case in the open-air classes the majority 
of these children will still not be given the advantages of an open- 
air class, as so many are attending schools not having such 
classes. This one situation alone calls for an extension of this 
service. 

Until every school has at least one open-air class, it will be 
impossible to place the exposed children in them. 

The usual figures for the scholastic standing and the follow-up 
of the discharged cases are submitted. They need no further 
explanation as they speak for themselves. It appears to us that 
another severe handicap to the work was the present method 
of licensing teachers for open-air class assignment. While the 
proposed method would have been an advancement in that these 
teachers would have been placed in a special grade with an 
increase in salary for the special qualifications that would be 
demanded of them, it has not up to the present materialized. 
In fact with the salary advancement granted them, many of the 
teachers appeared for some reason to decrease their efforts and 
interest in their work, on the other hand the teachers who were 
really conscientious have improved as their license was an incen- 
tive to do better work. 

EQUIPMENT 

It cannot be too forcibly urged that all the open-air classes 
be supplied with a complete equipment in good condition so 
that every child in a class will have his own personal outfit. 
While a great deal can be said about improving our present 
equipment, the enormous cost entailed makes it prohibitive at 
present. It is also essential to have all necessary repairs of 
equipment made as soon as it isi reported so that the individual 
child using it should not be handicapped too long by being with- 
out it. 

It is also very important to have the windows in the open-air 
classes in good working order, especially thosd with special me- 



no 

chanical appliances to open and close them. It is impossible for 
a teacher to maintain the desired temperature in her classroom 
unless the windows are in good working condition. 

teachers' meetings 

The meetings of the teachers with the supervising medical 
inspector of open-air classes should again be restored. Unfor- 
tunately because of special courses and other circumstances, the 
teachers were unable to attend during the year. These gatherings 
have been found to be of enormous help and benefit to the teach- 
ers, and from what they heard and saw they learnt a great deal 
of the theoretical and practical phases of open-air class routine. 
These meetings have in fact been a clearing house of information 
and were sadly missed by most of the teachers. Five or six meet- 
ings a year are all that are required. 

INCREASE IN CLASSES 

The need for very many more classes is without question, but 
at present so few rooms are available, that one cannot expect 
nuich of an increase even were funds available. 

The most important reason for requesting more classes is the 
fact that so few of the children exposed to tuberculosis or with 
the disease arrested, can be provided for, while the great majority 
of the children now in these classes are not exposed or arrested 
cases, as many of these cases as possible are being placed in 
them. It is impossible to get the majority of parents to give 
permission to have their children transferred to a school having 
an open-air class when they are attending a school not provided 
with one, even though their children are exposed to tuberculosis 
in their homes. 

So long as it remains optional with the parents whether or not 
a child should be placed in an open-air class, it will be impossible 
to fill most of the classes with exposed cases or make it possible to 
l)rovide facilities for a large percentage of their cases. 

It would take about 560 open-air classes to provide accom- 
modations for all the .children exposed to tuberculosis in their 



Ill 

homes, providing they could all be segregated in the schools 
having open-air classes. In many instances where parents or 
private physicians request that children be placed in open-air 
classes, it is not possible to accommodate them, because there 
is no class near enough to their homes for them to attend. 

The ideal solution for an adequate supply of open-air class 
accommodations would be to have at least one class of each grade 
in every school an open-air class. This appears, to be a radical 
suggestion when first considered, but when fully understood it 
will be found to be practical and feasible. 

The register of such classes could be those of any other class 
of the same grade and when necessary vacancies exist these could 
be filled by normal physical children. The equipment would be 
the same as now in use but no special teachers would be required 
as only one grade would be taught in each class. By such an 
arrangement every child in the city requiring it could be placed 
in an open-air class. 

Another step forward would be to provide open-air classes for 
all the children in the schools. Now that we have been able 
to prove its enormous value for physically subnormal children, 
what a great advance it would be in prophylaxis to offer every 
normal child the opportunity of being placed in an open-air class. 

In the last few annual reports, it has' been noted how the 
normal boys of the open-air class of Public School 158, Man- 
hattan, progress. It appears opportune to extend this advantage 
to every child in the school system in due time. This is one 
of ultimate solution for preserving the physical condition of our 
school children and thereby rearing a healthy nation. 

TEACHERS 

So long as the present system remains in operation it becomes 
necessary to maintain a special trained teaching force. It appears 
to us that some systematic and routine instruction and peda- 
gogical course should be maintained so that the special teachers 
be kept abreast of the times and be given the benefits of all new 
knowledge pertaining to this work. The teachers need guidance 



112 

and supervision as much as their pupils do. This can be pro- 
vided for by conferences of the teachers with the supervising- 
Medical Inspector of open-air classes. 

It would also be very desirable to have the teachers supplied 
with a uniform equipment of wearing apparel to properly protect 
them from exposure to low temperatures. 

mothers' meetings 

This year a new plan for Mothers' Meetings was tried. In- 
stead of limiting the attendance to mothers of pupils of the 
open-air classes, all the parents of pupils were invited to attend 
the open-air class meetings. 

In the schools where this was tried, it proved very success- 
ful as they were attended by large audiences of parents. Many 
parents became interested and informed us that, though their 
children were in regular classrooms, they would adopt at home 
the suggestions offered for the open-air class pupils. This is 
the kind of propaganda that is rrtost needed, as every parent 
should be acquainted fully with the proper home conditions and 
environment their children should have, whether physically nor- 
mal or subnormal. 

This will be tried out in as many schools as possible next 
year. 

CONCLUSIONS 

We have been able to further verify the fact that the essen- 
tials of this work are fresh air, food, light, correction of physical 
defects that retard growth and development, and personal and 
home hygiene. They all are necessary to procure satisfactory 
and lasting results. They can only be secured when the work is 
in the hands of a competent, interested, intelligent and ambitious 
teaching and medical and nursing staff. 

With our present facilities and limited scope, our results are 
very gratifying if not astonishing. Further progress is our goal 
for the next year. 



113 

The Association for Improving the Condition of the Poor 
and the Tuberculosis Committees of the Greater City conducted 
camps at Southfield, N. Y., again this year and afforded vaca- 
tions to 468 boys and girls. The funds were insufficient and 
therefore the number cared for had to be reduced below that of 
previous years. All the children are very much improved by 
their stay at camp. 

SUMMARY OF CONCLUSIONS AS TO VALUE OF OPEN-AIR CLASSES 

1. Physically subnormal children improve in mental and 

physical condition. 

2. Their nutrition and weight improve and this gain can be 

maintained. 

3. Arrested tuberculosis cases have no relapse. 

4. Exposed cases remain in good health and do not acquire 

tuberculosis. 

5. A nervous system is restored to> normal. 

6. Cardiac cases, kept under proper medical supervision, im- 

prove markedly. 

7 . Capacity for doing work is increased to at least a normal 

average. 

8. Absence from school, on account of illness, is greatly re- 

duced. 

9. The number of infectious disease cases is greatly reduced. 

10. Food is correctly prepared and a proper diet follows. 

11. Good habits are, established and followed. 

12. Hygienic rules are introduced into the homes and followed 

in later life. 

13. Average normal children do not lose as they progress in 

their school life, but maintain, at least, a normal average 
physical condition. 

14. The parents acquire the same knowledge as regards diet, 

good habits and hygienic rules as the children do. 

15. The children learn how to do the right thing at the right 

time, for the rest of their lives. 



114 

It has been repeatedly stated by us that this work must, 
sooner or later, be extended to include all the pupils of the reg- 
ular classes. This would insure better physical condition, less 
sickness, and better scholastic results for the pupils. 

All members of the Bureau of Child Hygiene whose work 
has brought them in touch with the open-air classes take this 
opportunity to express their thanks for the hearty co-operation 
of the Associate City Superintendent-in-Charge of Special 
Classes, as well as for that from principals and teachers and the 
various committees on the preventioji of tuberculosis. 



115 

BLIND AND SIGHT CONSERVATION CLASSES 
Frances E. Moscrip, Inspector 

distribution of classes for the blind 

During- the year there have been in operation eleven blind 
classes and twenty-seven sight conservation classes. The classes 
for the blind were located in the following schools : 

Manhattan: 54, 110, DeWitt Clinton High School, Wadleigh 

High School. 
The Bronx : 16, 45. 
Brooklyn: 127 (3 classes), 157. 
Queens : 11 . 

The Kindergarten conducted in the Sunshine Home for the 
Blind has been discontinued because of an insufficient number 
of pupils of Kindergarten age. The class for the blind in Public 
School 45, The Bronx, was discontinued because of its small 
registration. In order to accommodate the pupils of the New 
York Guild Home for the Jewish Blind, a class for the blind 
was opened in Public School 16, The Bronx. 

DISTRIBUTION OF SIGHT CONSERVATION CLASSES 

Centers for sight conservation classes were located in the 
following schools : 

Manhattan: 6 (2 classes), 13, 17 (2 classes), 21, 57, 65 (2 

classes), 84, 89 102, 103 (2 classes), 119, 160, 166, 188B. 
The Bronx : 6, 30. 

Brooklyn: 47, 75, 83, 93, 147G (2 classes). 
Queens : 11 . 

The sight conservation class in Public School 13 was dis- 
continued to make room for the influx of foreign children requir- 
ing instruction in English. 

Five hundred and twenty-two pupils with partial vision have 
been accommodated in these classes. Owing to lack of funds 
and to inadequate housing facilities, the names of more than 
five hundred pupils have accumulated on a waiting list of exam- 
ined candidates for sight conservation classes. 



116 



FUNCTION OF THE DEPARTMENT 

The Department for the BHncl not only offers educational 
opportunity to the bHnd and partly sighted child, but it eliminates 
a vast amount of educational waste in that it removes pupils 
from the regular grades, who, because of their inability to 
receive instruction in the usual way, would become repeaters and 
disciplinary problems in the classes. Besides the regular aca- 
demic work, instruction is provided in typewriting and forms of 
manual, work that will aid in establishing the handicapped child 
in the social and economic life of the community. 

NEW SALARY SCHEDULES 

A big impetus to the work of the department has been af- 
forded by the special license demanded of the blind and sight 
conservation teachers with its accompanying higher salary 
schedule. Better preparation is required of the teachers, con- 
tented teachers are the rule rather than the exception, and the 
standards of the whole department have been raised to a higher 
level. 

MENTAL SURVEY 

A survey of the Department was made through the use of the 
revised Binet-Simon IntelHgence Tests, in order to effect a better 
classification of pupils, to determine their educational needs and 
capacities, and to eliminate waste in education. Of four hundred 
and two cases tested, two hundred and fifteen pupils showed 
normal intelligence, forty-one superior, and the remainder of 
varying grades below normal. If the pupils doubly handicapped 
through serious visual and mental defects are to be kept in the 
schools, it will be necessary to establish centers of small registra- 
tion for the worst cases, where suitable training may be given 
and more intensive individual work conducted. 

EYE HYGIENE 

The efficient work of the Eye Clinics conducted by the Depart- 
ment of Health under the supervision of Dr. Beals has been 
maintained through-out the year through treatment and refrac- 



117 

tion. It has been possible to improve the vision of twelve pupils 
sufficiently to enable them to return to the regular grades for the 
continuance of their school work. Pupils who, before their entry 
into the sight conservation classes, were dull and indifferent, 
have developed into keen and industrious students, oft-times lead- 
ing the normal pupils of their grades in scholarship. The clinic 
directions for treatment and for proper use of the eye for study 
have been carefully carried out by the teachers. 

RECOMMENDATIONS 

Among the most pressing needs for the coming year are a 
visiting teacher, a teacher assigned at large to the Department, 
a music teacher for the blind, and suitable classrooms to be used 
by blind and sight conservation classes. 

The visiting teacher is needed to investigate cases of low 
vision, to arrange to get children to clinics, to see that prescrip- 
tions for glasses are filled, to arrange transportation to and from 
school, to provide necessary guides and secure school and home 
co-operation to the fullest extent in all cases. 

To assist me with the supervision of my work, particularly 
with duties connected with class organization, with assistance to 
high school students in schools having no special teacher of the 
'blind and in preparation and distribution of special supplies and 
textbooks, a teacher with an understanding of educational policies 
should be assigned for this purpose. 

I cannot urge too strongly the assignment of a teacher of 
music to give piano instruction, practice in reading music and 
Braille musical notation to the blind pupils of the elementary 
schools. No educational system for the blind is complete without 
musical training. No outside organization can supply this need, 
because there is not time for the instruction after school hours, 
the facilities are not ample for all and the pupils cannot travel 
long distances in rush hours to take advantage of instruction 
which might be available for them. 



118 

Altogether too large a percentage of my time is consumed 
in locating rooms for the use of bUnd and sight conservation 
classes. Many times the only rooms that can be found in this 
connection are wholly unsuitable for the purpose. For one reason 
or another — the small size of a room, the lack of ventilation, un- 
suitable lighting conditions, the sharing of the room with some 
other activity, many of the rooms now occupied by blind and 
sight conservation classes offer very unsuitable quarters. 



119 

SIGHT CONSERVATION 
S. Josephine Baker, M. D., D. P. H. 

DIRECTOR, BUREAU OF CHILD HYGIENE, DEPARTMENT OF HEALTH 

EYE CLINICS 

The eye clinics of the Bureau of Child Hygiene of the De- 
partment of Health of New York City are now nine in number, 
located, with one exception, in public schools : five in Manhattan, 
two in Brooklyn, one in The Bronx and one in Queens. They 
are maintained under the jurisdiction and in accordance with the 
rules and regulations of the State Board of Charities. Only 
children whose parents are unable to pay a private physician are 
accepted for treatment. 

There exists a system of close co-operation with the school 
medical inspection work of the Bureau of Child Hygiene to 
produce : 

1. The detection and treatment of all contagious eye diseases 

among school children. 

2. The detection and correction of refractive errors in school 

children, not already under private treatment. 

3. The examination of all candidates for, and the supervision 

of, the sight conservation and blind classes in the public 

schools. 
In response to the recognized harmful effects of refractive 
errors in the mental development of the growing child, the refrac- 
tion work of the clinics has increased enormously and the clinics 
have a highly developed staff of ophthalmologists, expert in the 
refraction of young children, mentally defective children, and 
partly-sighted children. 

In^ the line of experimental research, groups of hundreds of 
mentally defective children and "habitually left back" children 
have been refracted, and those with refractive errors have been 
properly fitted with glasses. These cases have been followed 
up for months and years, for data on the effects of eye strain 
upon the child mentally. 



120 



REFRACTION WORK 

There are several reasons why these chnics are needed, in 
addition to the several large public eye dispensaries of the city : 

1st: Correct refraction of the young- child is a tedious and 
tiresome task and in nearly all eye dispensaries the refraction, 
for this reason, is passed on to the novices or lowest assistants 
in the clinic and, in some cases, to the optician who has the 
contract to fill the prescriptions for eyeglasses. Refraction of 
the very young- child, the backward child and the mentally de- 
fective child calls for the very highest skill on the part of the 
oculist and should never be entrusted to the novice or optician. 
The oculists of the clinics of the Bureau of Child Hygiene are 
highly trained oculists, with years of ex])erience in refracting 
these cases. 

2nd: It has been impossible to obtain sut^cient facilities in 
the public eye clinics of the city to handle the great mass of re- 
fraction work. The sight conservation and blind classes are 
under the direct supervision and care of the supervising- oculist. 
All candidates for these classes are examined by an oculist of 
our clinics and the report sent to the supervising oculist, who 
makes the final recommendation as to the assignment of the 
child to a normal or a sight conservation class or to a blind class, 
and in cases not under private treatment (which include the 
great majority of these children) he assumes the active treat- 
ment of the condition of the eyes where any treatment is in- 
dicated. 

A vast amount has been acconi,plished by this intensive, 
systematic work in the sight conservation classes. About 2,000 
candidates have been examined. One hundred and ten were 
recommended for the blind classes, where blind children are 
taughti the Braille system of finger reading. One thousand two 
hundred were assigned to the sight conservation classes. Chil- 
dren in these classes who are not under private treatment, and 
where such care is indicated for existing eye conditions, are 
cared for under a co-operative plan between the special teachers 
of these classes and the supervising oculist of the Bureau of 



121 

Child Hygiene. In this way it has been possible to accomplish 
a great amount of improvement in many cases, as by this co- 
operation the child is kept constantly under observation and 
treatment, . thus overcoming the great obstacle to the achieve- 
ment of good results in the treatment of this class of cases at 
public eye clinics where there is no official connection with the 
Department of Education. 

AIM OF SIGHT CONSERVATION WORK 

The sight conservation work in the public schools aims 
1st: To provide conditions under which the "partially- 
sighted" children may study without injury to the eyes. 

2nd: To provide supervision and treatment by an oculist of 
the Bureau of Child Hygiene of the Department of Health. 

The equipment of these classes consists of special large 
print, proper light, raised maps, adjustable desks and individual 
assistance by the teachers, who prepare all the work in large, 
easily read copy, which permits the partially sighted child to keep 
pace with its normal grade, without further loss of vision. Con- 
stant supervision and treatment are given by the oculists of the 
Bureau of Child Hygiene of the Department of Health, who 
examine the eyes of all candidates and assign the children to the 
blind, sight conservation or normal classes, as indicated. The 
oculist makes a full diagnosis and prognosis, and outlines the 
kind and quality of work that may be permitted for each in- 
dividual child. He also strives to improve the eye condition 
found, using the indicated treatnnent, either for disease or re- 
fractive error. Each child suffering from any disease of the 
eye or from refractive error is instructed to go to its private 
oculist for treatment, if financially able to do so. In the great 
majority of cases, however, the children are unable to pay, in 
which event, if the parents' consent is obtained, the children are 
treated in the Child Hygiene Special Clinic maintained for these 
classes. 

RESULTS NOTICED 

The oculist care of these classes has been under the direction 
of the Bureau of Child Hygiene of the Department of Health for 



122 



about four years, with most .yratifving results in a large number 
of instances. The hearty co-operation of Miss Moscrip, In- 
spector of Blind and Sight Conservation Classes for the Depart- 
ment of Education, and her splendid corps of teachers has been 
of great assistance. The blind classes continue to teach the 
Braille system and other usual educational work for the blind. 

Some highly practical results have been obtained since the 
Bureau of Child Hygiene took over this work, results that would 
not have been obtained otherwise. For example, through the 
combined efforts of principals, teachers, medical inspectors and 
nurses, a large number of children with vision in the better eye 
of 20/70 or worse, have been taken to these clinics, and over 
900 have been returned to school with practically normal vision, 
after treatment or refraction. These children had all been 
through the routine of school medical inspection but, due either 
to error! in the original vision test, unsuccessful follow-up work 
or lack of co-operation by principals and teachers, caused in 
most cases by a lack of thorough understanding of the impor- 
tance of this work, there had been failure to get these children 
under proper treatment. 

Of those admitted to sight conservation classes with vision 
that could not be improved at once by refraction sufficiently 
to do normal work, many have been improved by combined 
treatment and proper use of eyes to such a degree that they 
have been reassigned to normal classes. All children with a 
vision in the better eye of 20/70 or worse, are candidates for 
sight conservation classes. If the oculist cannot improve this 
vision, the child may be assigned to the sight conservation class. 
If the vision is improved to better than 20/50, by glasses or treat- 
ment, the oculist decides if sight conservation work would be 
beneficial in each case, as in many instances of progressive 
myopia the vision can be improved with glasses to a greater 
degree than 20/50 or to even normal vision, 20/20. A final 
recommendation is given by the oculist in charge of each case 
as to the extent to which use of the eyes shall be permitted, 
with full instructions as to glasses, revisits to the oculist, etc.. 



123 

as by this method only can most children be kept under most 
favorable conditions. 

EDUCATIONAL VALUE 

The educational feature of the work of the eye clinics is 
becoming more and more prominent, not only with the parents, 
teachers and children of the sight conservation classes, but with 
principals and teachers throughout the city. Many principals 
today have but a very vague idea of what a sight conservation 
class is, but nearly all are intensely interested and cooperative, 
after hearing the subject fully explained, with the other very im- 
portant activities of the eye clinics, especially the subject of the 
harmful effects of refractive errors on the mentality and school 
progress of the growing child. 

CAUSE OF LOSS OF VISION 

By far the most common cause of loss of vision, as found in 
children assigned to the sight conservation classes, is progressive 
myopia. Progressive myopia is a subject with which the general 
practitioner and the school teacher should be far more familiar 
than they are now. They should be sufficiently familiar with 
this subject to be able to explain intelligently to parents and 
children why the myopic eye needs so much more careful and 
constant attention than other forms of refractive errors. It is 
here that the sight conservation class is of inestimable value in 
cooperating with the oculist in saving these nearsighted children 
from irreparable injury to their vision. The constant strain 
of nearsighted eyes can be relieved by wearing glasses, if the 
glasses are properly fitted, combined with proper use of the 
eyes, but it is only through the cooperation of family physicians, 
teachers, social workers and school nurses that parents and chil- 
dren can be educated up to the point of giving these eyes proper 
and sufficiently sustained care. The ciHary muscle spasm of 
myopic eyes in children,, and therefore the necessity for the use 
of a mydriatic in the proper refraction of these cases, is clearly 
explained to the parents in non-technical language, and it is thus 
made clear to them why the child should be taken to an experi- 



124 

enced oculist and not to an optician, who is not permitted by 
law, to use a mydriatic, because he is not a physician. 

The public schools have blind and sight conservation classes 
sufficient to care for less than one-half of the children found by 
the sight conservation clinics to be in need of sight conservation 
teaching. 

Good results have been secured in the removal of corneal 
scars by the prolonged application of negative galvanism, in 
clearing up old trachoma cases, in keeping progressive myopes 
under constant observation and closely following their sometimes 
rapidly changing refractive conditions, which are so important 
in these cases. 

COOPERATION OF EYE CLINICS AND THE SCHOOLS 

The system now in operation between the eye clinics and the 
schools in caring for eye cases without loss of school tim'e to the 
child and to avoid confusion and overcrowding at the clinics is for 
the school nurse, principal, teacher, social worker or attendance 
officer to call up the nearest eye clinic by telephone and make 
appointment for a certain number of cases on a certain day. 
It is required that the parent sign a consent card in each case 
and that the parent or some older person accompany the child, if 
a mydriatic is to be used. School nurses, attendance officers, 
social workers, and others, often bring groups of these children 
to the clinics, saving the parents the loss of time from their 
work or home duties. 

HANDICAPPED BY DEFECTIVE VISION 

In the child of normal mentality, defective vision is a great 
handicap, as is shown in every large school or group of schools. 
In a group of 400 "habitually left back" children found in one 
of our large schools, more than 100 had decided refractive errors. 
Glasses were prescribed for about 110. 100 of this number pro- 
cured the glasses and in less than three months, out of this 
100, more than 98 of the "habitually left back" children passed 
the regular school examinations, many skipping classes, and 



125 

one boy, far behind his grade for his age, skipped five grades on 
the examination. Of the ten who did not have their prescriptions 
for glasses filled, only one was promoted. In the same school, 
we had the walls of a sm'all room nearly covered with test papers 
showing the startling improvement made in writing, drawing 
and arithmetic, in remarkably short periods of time,^ by children 
of all ages, after correction of refractive errors. 

IMPORTANCE OF PROPER LIGHT 

Those having control of children of school age should know 
the importance of proper Hght in the conservation of eyesight, 
and the harm done by working the growing eye in improper 
light. The starting of nearsight in a normal eye is undoubtedly 
very often caused by the eyestrain necessary to read and study 
in a poor light. 

The question of light receives but scant consideration in many 
schools. Many classrooms are lighted very poorly, by gas, on 
all but the very brightest days, and the study room of one of 
our high schools, in the auditorium, has practically no daylight. 
No more favorable setting could be imagined for the develop- 
ment of myopia, blepharitis, headaches and all that long list 
of neuroses caused by eyestrain in the growing child. It will 
be necessary to do a great deal of educational and propaganda 
work before we shall be able to correct these defects in our 
schools and guard against repetitions in new buildings. Many 
of the schools used for night schools are not provided with 
proper hghting equipment, and the work done in these schools 
by the pupils, under this poor illumination, is producing the 
same bad results as in the poorly lighted day schools. 

SKILLFUL REFRACTION 

A large part of the good results of the work of the sight 
conservation clinic is obtained by skillful refraction, which is the 
proper fitting of glasses. Refraction of the partially-sighted child, 
the mentally defective, backward, or very young child, requires 
the highest skill of the experienced oculist and is usually beyond 



126 

the skill of the oculist of little experience and of the optician. 
This work calls for the constant use of "skiascopy" or the 
"shadow test" by which the measurement of refraction of the 
eye is nuule without any assistance from the child, as in these 
groups, the child can be of but very doubtful assistance to the 
oculist. After considerable practice, a high degree of accuracy 
is obtained by this method of refraction. A great deal of 
harm may be done to defective eyes by their improper use. 
and harm may be done to the physical well-being of the child, 
from the effects of eyestrain in producing reflex nervous 
symptoms. 

WORK OF THE BUREAU OF ClllU') IIVGIEXE EVE CLINICS — 
DEPARTMENT OF HEALTH 

\'isits to clinics 7*^,2?3 

New cases 1*^\639 

Refractions 30,128 

Prescriptions for glasses 10.021 

Medical prescriptions S4.C)68 

A PRESSING NEED 

A pressing need is the dissipation of the firmly tixed im- 
pression of a large number of parents, principals, and teachers 
that there is some stigma or disgrace attached to the sight con- 
servation classes. They seem to have in mind the ungraded 
classes and the slow progress of the ungraded children. Prin- 
cipals and teachers should be taught that the purpose of a sight 
conservation class is to assist partially-sighted children to make 
the same progress as the normal-sighted child in school work, 
without injury to their crippled eyes and to relieve tiie regiilar 
teachers of large classes of the labor of giving the extra help 
and instruction required by partially-sighted children. Every prin- 
cipal should be informed of the success attained in this work, 
as shown by the last examination. A list of children in sight 
conservation classes who have ilone unusually well — as the 
twelve-year-old girl of the sight conservation class of P. S. 84 
who is graduating at the head of her class, and the ten-year-old 
bov of the sight conservation class of the same school who is 



127 

being promt Acd from 2A to 3I> on this last examination as 
a result of tlie help of the sight conservation classes — should be 
brought to their attention, that they may in turn instruct parents 
as to the desirability of sight conservation instruction for the 
jjartially-sightcd child. 

We believe that if the rather large number of ungraded 
children in the sight conservation classes could be cared for in 
special ungraded sight conservation classes, the partially-sighted 
children of normal mentality in the sight conservation classes 
would make a really brilliant showing in school work, surpassing 
the records of the large classes of normally-sighted children, 
as a result of the individual help and instruction given by the 
specially trained sight conservation teachers. 

A conservative provision for the partially-sighted children 
would be one sight conservation class to every 10,000 school 
children registered, as the maximum register of a sight conser- 
vation class should not be over 20. 



128 



SCHOOL FOR THE DEAF, P. S. 47, MANHATTAN 
Carrie W. Kearns, Principal 

growth and progress 
On June 27, 1911, this school graduated its first class of six 
pupils. The school was then but three years old, a little strug- 
gling school, with big possibilities. A glance at conditions then 
and now will give an idea of the growth and progress of the 
school in these ten years and of the present inadequacies of 
housing. 

June, 1911 June, 1921 

Register 192 326 

Number of classes 21 34 

Number of teachers 23 34 class teachers 

5 trade teachers 
1 visiting teacher 
1 clerk 

Kindergartens 1 

Assistant to principal .... 1 

Vocational work Cooking - sewing Cooking-sewing shop, 

shop. printing, hand letter- 
ing, sign painting, brush 
making, basketry, mil- 
linery, flower making, 
fringing, tasseling. 
Total number of gradu- 
ates 6 106 

Graduates in high school 
with hearing pupils... 3 now in high school, 3 

have been graduated 
from high school, 1 in 
his senior year at Ste- 
vens Technical Col- 
lege. 
Children placed in posi- 
tions Every graduate is placed 

in a position if he de- 
sires one. 
Number of vacant rooms 10 Today we are so crowd- 

ed that twenty classes 
are massed in ten 
rooms all day. No 
room for new pupils. 



129 



Nature room. 



June, 1911 




School lunches. (Be- 
cause these pupils come 
from all Boroughs, 
thejr must remain in 
the building at noon.) 

Medical service. (Many 
of these children are 
weak, especially those 
who are deaf through 
illness.) 



Parents' Association.... 



Alumni Association. 



Cup of cocoa 
served. 



One doctor. 



In fine condition, 
helping in every 
way. 



Course of study. 



In process of 
planning. 



June, 1921 

A little corner of our 
yard is kept supplied 
with nests, flowers and 
other nature material 
by the School Nature 
League. 

Warm, nutritious lunch 
served for 7 cents 
every day. 



An Aurist for ears, eyes, 
nose and throat; a 
doctor for general ex- 
aminations; a dentist; 
a nurse in daily at- 
tendance to carry out 
instructions. 

280 members. Has al- 
ways been a strong aid. 
Our parents appreciate 
the school. This is es- 
pecially marked when 
the child of 5 or 6 
years of age, who has 
been "dumb" until he 
came here, is able to 
say to the parent, "I 
love you." 

A membership of 200 
holding monthly meet- 
ings at the school. 

One planned and ap- 
proved by the Board 
of Superintendents. 
Now in process of en- 
tire revision, because 
of improved methods 
and results gained. 
Language principles 
carefully worked out 
by grades, "and, under 
the guidance of the as- 



130 



Course of studv — Cont'd 



June. 1"11 
In process of 
planning — Cont'd 



Juno. VUl 
sistant to principal, a 
committee of teachers 
have published a series 
of books embodying 
the language principles 
for the first three 
years. These are now 
used in schools for the 
deaf throutihout the 
I'nited States a n d 
Canada and England. 



All consonant sounds, 
except zh and j, all 
vowel sounds, 80 
nouns, 18 verbs, 19 
conversational expres- 
sions. 

Forty commands, 90 
nouns. 

Three sentences, using 
simple and conip. subj., 
pred., obj. and phrase 
with preposition "to." 

Nine adjectives. 

Pronouns : I, he, she, it, 
we, they, me. 

Swimming, hiking, Camp 
Fire Girls' Circle, 100 
per cent, membership 
in Tunior Red Cross. 



ST.\TISTICS OF THE SCHOOL — jrXE 30. 1921. 

Register, September, 1920 287 

Number of admissions during the year 79 

Number of discharges 40 

Register, Jime 30, 1921 326, plus 25 hospital 

children, making final total of 351. 



Average amount of lan- 
guage acquired in 
first year by begin- 
ners : 
Speech Most of conso- 
nant sounds, 
most of vowel 
sounds, 20 
nouns, 6 verbs. 
one or two sim- 
ple expressions. 
Speech Reading About 20 com- 
mands, about 40 
nouns. 
Journals None. 

Adjectives None. 

Pronouns I, he. she. we, me. 

Outside activities 



131 



Age at which deafness occurred : 

At birth 140 

Before 2 years of age 31 

Before 5 years of age 92 

After 5 years of age 63 

AMOUNT OF DEAFNESS 

Totally deaf 169 

Some perception of sound, but not enough to aid instruction. . 61 
Partially deaf 96 

CAUSES OF DEAFNESS 

Spinal Meningitis 45 Abscesses 12 

Scarlet Fever 17 Catarrh 20 

Diphtheria 7 Whooping Cough 5 

Convulsions 9 paralysis 6 

Typhoid 3 n ■ ^ 

,/.,.. ^ Pneumonia 6 

Mastoiditis 5 ,^ ^ 

r, • T- 1 Marasmus 2 

Brain Fever 1 

Influenza 2 Rheumatism 1 

Accidents 5 Unknown 6 

Congenital 140 Malformation of ears 1 

Measles 30 Prenatal troubles 3 

This year there were added to the school twenty-five chil- 
dren in the Willard Parker Hospital, who are what are known 
as "permanent tube cases." As an after result of diphtheria, 
they must breathe artificially through tubes and so must live in 
the hospital to have constant care. They can speak only in a 
whisper, so it was thought wise to put them in our care. Four- 
teen of them are in the Kindergarten and the others in Grades 
la — 4B. Including these in our register makes our total register 
351. 

PARTIALLY DEAF CHILDREN IN REGULAR SCHOOLS 

Shortly after Health Day, a notice was sent to all the prin- 
cipals of elementary day schools by the City Superintendent of 
Schools, asking that all children discovered to have imperfect 
hearing be referred to the School for the Deaf for examination 
and advice. Over 600 were reported. Our aurist is a physician 
of high standing who out of the goodness of his heart has 



132 

given us his service ami advice every Thursday afternoon ever 
since the school started. 13 years ago. One afternoon has not 
heen sutificient for all these examinations, but 105 have been 
diagnosed. A report of the examination was sent to the i-jrinci- 
pal of the school from which the child came with the request 
that the jvirent be informed. Out of the 105 exaiuinetl, ^7 were 
recommendeil for admission here because they were (luite deaf. 
Others were recommended to attend clinics. A noticeable feature 
of these examinations was the number of children in very poor 
physical condition. Not only were they jvartially deaf, but they 
were anemic, undernourished, with bad posture, mikenipt and 
generally forlorn. The whole child needed building up and that 
is what we can do in our small school with the help of our gooil 
doctors and our school nurse supi>lemented by the very faithful 
and sympathetic attitude of the teachers. 

MKnUWr. STAFF 

1 cannot speak too highly of the work of our medical statT. 
but the following- report speaks for itself. Dr. ^klcAulitTe. Dr. 
McCniinness and Dr. Anient give their services. Not onlv do 
they do this, but they give special attention anil treatment to 
special cases antl are constantly following up cases to note im- 
provement. 

WORK OF THE MKDUAl. STAFF 

October 2. U~>_'0. to Tune 16, 1^21. 
Dr. McAuLiFFE 
Ears^- 

Number examined 146 

Number re-examinations (.one or two) 34 

Number found to have nerve deafness 36 

Number found to have catarrhal deafness (17 of these oases 

of intermittent deafness) 102 

Number found to be mentally defective 7 

Number found with outer ear malformed 1 

• Number recommended for this school 51 

Number advised to go to clinics AO 

(Mental defectives sent to Director of Ungraded Classes) 
Eyes — 

Number examined 35 

Number re-examinations 30 

Number children fitted with glasses 20 



133 



Dr. McGuinness 
Eyes^ 

Number examined 300 

These were for heart, hmgs, spine, feet, skin, glands, general 
condition, etc. 

Number given special examinations and treatments 25 

Number of parents interviewed by these two doctors, at least. 50 

Dr. Ament (Dentist) 

Number extractions 48 

Number amalgam fillings 68 

Number cement fillings 20 

Number cleanings 19 

Number treatments 4 

Number completed cases 20 

> Total number completed 159 

Miss Lawler (Nurse) 

Total number times at school 178 

(Time means % hour per day and all Thursday afternoons.) 
Total number' treatments 1,860 

This certainly shows a fine record of careful consideration 
of the physical side of our deaf children and I think our doctors 
deserve a vote of thanks for their splendid work. 

Another point came to our attention in examining these 
children reported from the regular schools. The record cards 
show that these children have been left back and then in all 
probability sent on the next term, not because they were fit to 
go on but because there seemed nothing else to do with them. 
The consequence is they bring a record card showing they are 
in a certain grade when in reality they cannot do the work of 
two or three grades below. They cannot write a straight sen- 
tence, their language is chaotic. This is not giving a fair 
opportunity to these children. I would therefore recommend 
that all children who are unable to go on at the end of two terms 
in a grade, be examined by the school physicians to discover, 
if possible, the cause of their failure, and that, in this examina- 
tion, particular care be taken to test for deafness ; that if, as 
a result of this examination a child is found to have defective 
hearing, that child be referred to this school for further investi- 



134 

g'ation. It is not a kindness to a child to send him on when 
he is unfit ; something should be done to discover where he 
belongs and what can be done for him at least by the end of 
his second school year. This is the age of intelligence tests. 
Let these children be so tested. 

PROGRESS IN LANGUAGE WORK 

Language is the great stumbling block for the deaf child. 
His language must be slowly and carefully acquired. He gets 
nothing subconsciously as the hearing child does. He must be 
taught every word he uses and he must memorize everything. 
Grammar comes very early in the deaf child's life. It is synthetic 
teaching, adding a little more each term, until at the end of 
the fifth school year the child has a grasp of language, from 
the deaf standpoint, sufficient to give him power of expression. 
In the later years of the course, these language principles are 
reviewed carefully from the standpoint of the hearing child and 
so the child gets a normal whole of the greatest need of the 
deaf — straight language. 

Following this method, each year we find classes coming up 
with a better grasp of language and with a stronger love for 
reading and for books. One period each week is spent by the 
older pupils in the public library where they browse over books, 
drink in the atmosphere and lay foundations for the enjoyment 
of future hours, many of which are lonely for the deaf. 

pupils' OFFERINGS TO OTHERS 

During the year, the following gifts have been made by the 
children, aided by the teachers : 

Near East Relief (second gift) $22.55 

Deaf Children of Budapest 45.00 

Starving Children of Europe 190.15 

Irish Relief 36.31 

French Restoration Fund 50.00 

Salvation Army 34.00 

100 per cent Membership in Junior Red Cross 25.00 

making a total of $403.01, more than a dollar for every child 
in the school. 



135 



OUR ASSOCIATIONS 

Our Alumni Association has a membership of 200. It meets 
once a month in the school and it is a pleasure to meet these 
boys and girls and see how earnest they are and how loyal to 
their school. They value this opportunity of meeting their 
teachers and asking advice or telHng of their success in their 
work. They also like to meet each other for there is a strong 
bond uniting the deaf. 

Our Parents' Association has been very active and the meet- 
ings have been well attended. In order to hold on to the parents 
whose children have been graduated, an auxiliary committee has 
been formed of these parents, that they may continue to assist 
the Association and to aid the school as far as possible. About 
fifty have joined this committee. It is fine to have the continued 
support of these splendid people when their immediate interest 
in the school is past. 

GRADUATES 

The February class of graduates numbered seven, all of whom 
went to work. In June for the first time we had no graduating 
class because there was no 8B class ; but next February we shall 
send out our largest class. We have two 8B classes now num- 
bering nineteen pupils. 

TRADE WORK 

With the depression in the trades, we find it more difficult 
to place our boys and girls, but those who are working are hold- 
ing their positions and doing well. Once in a while a pupil dis- 
appoints us, but not very often. 

VISITORS 

Visitors have come from Japan, China, South America, Eng- 
land, and Scotland. They are sure to remark on the intelligent 
looks of our pupils and their normal bearing. This is indeed 
gratifying, for we are seeking to make these children as much 
like their hearing brothers and sisters as possible. 



136 



OLR HIG NEED 



For five years every report has spoken of our need of better 
lionsing. We need a new building ! We have reached our utmost 
capacity by making each room do the work of two, by cutting 
off play space and space for physical training to form some 
sort of classrooms. No child could run in this building, for 
there isn't space enough to run nor to play. There must soon 
be a waiting list of little children who want to come here, who 
ougiit to have an education, but wbo catmot be accommodated. 
It seems incredible that New York City cannot meet its obliga- 
tions to these little ones. 



137 

HELPLESS CRIPPLES 
Andrew W. Edson, Associate Superintendent 

In order to give a glimpse of the work of teachers with helpless 
cripples at their homes, a few instances are herewith cited: 

L "A child unable to read or write when I commenced this 
work in November, 1919, made remarkable progress. Near the 
close of the term (June, 1921) he reproduced in a very legible 
hand the story of the Cricket, as follows : 

"*A little boy went to the baker's shop to buy a loaf of bread. He 
was a very poor boy. 

" 'The baker's wife gave it to him and told him to run home, but 
the boy with the big loaf heard the crickets singing. "Queep, queep, 
queep," they said. The little boy asked the baker's wife to give him a 
cricket for good luck. 

" ' "Father is dead and mother works very hard." 

" *A man who was near took some money from his pocket and sent 
it to the boy's mother. A large boy took it to her. When this poor 
boy saw his mother she looked happy and he thought that the crickets 
brought good luck to his home.' " 

2. "A lad of nine years was born with spastic paralysis. He 
attended school a considerable length of time, but his inability to 
learn to write and to grasp knowledge increased the weight of his 
parents' heavy burden. All school instruction was futile and 
Harry's mentality was recorded as retarded. When I was finally 
assigned as Harry's home teacher I found him unable to hold a 
pencil and all methods to teach him were fruitlessly employed. 
Observing the child's interests, I one day decided upon the appli- 
cation of the play spirit. Harry's affliction of spastic paralysis 
and his general physical inabilities were then forgotten, the inner 
desire to learn having been awakened manifested itself in his 
sudden ability to hold a pencil. The figure one, representing the 
soldier, in whom Harry took so much interest, was well formed, 
considering that it was the first written stroke. It is useless to 
speak except for the mentioning of a few instances of the com- 
mendable progress following the revelation of the power to hold 
a pencil. Until about two months ago Harry's figure two was 
always made poorly. Calling his attention to the incompleteness 



138 



by s;i\iliL; lie (Hliitti'd llu' IumiI, he iic\ri iiri4K'iic<l Ini 1111111; tllC 
head, lui willidiil il lie Idlil UK' llic iiiiiiiln'i (diiM iidl sfr. I .ikc- 
W'isi' uilli llic iiiiiiilifi M\ I 1.11 I \ riMisl 1 ihlcd il \\\sc ;iii o upon 
wliirli I |(il(l liiiii (lie \>\\H- li.iil 110 siciii. Xow when loniiiiij; 
iiiiiiil)i-i six lie Iclls llic we iiiiisl makr miiuhci' six willi a loiii; 
stem, (it he I w im' papa will Inn 11 I lis Iiiil;i'i s w lu'ii lu- siiiokrs his pipe. 
Mails has iKil \ I'l (li'M'Idprd iiiiu-|i st'iise ol sNiiiiiU'l r\ and is 
iiu'hiu'd It) I nil li^urcs and K'ttfis inid carh nlhci. (allium; his 
altfiitidii to ihi'Sf collisions lu\ too, now nsis ihc term. Icllinj;' mo 
ol people and antoinohilcs cnllidiiiL;. ( oiisideriiiL; this bi'oadiT 
applieation oi knowledge, llarr\'s nieiilali(\ is not aluiornKilh' 
below pai . as il was loiineih thdii^hl. Ihc iliild sinipl\ needed 
individual c:\\\\ Mis paicnls an- oxcijoNcd at his abilil\ to read 
and wiile nninbcrs to and bcNond one hnndii'd, his ability to 
eoniit b\ J's to JO. .S's to 1(H), lO's to 100, .ind his al>ilil\ to ivad 
and oralis lepi odiice sloi ics lionia piiiiUT. Allhoiii^b llari"v has 
loarni'd lo U'L;ibl\ wiitc his name and a lew simpU' w ortls as at, 
oat, lat. eti'.. U-tti'i loiin.iiion still nei-ds nnuh praetieo and instruc- 
tion. 

" riie Ioiclioihl; pioL;iess look pl.ui' in less than one sehool 
(eiin, the child having been taiii^lil but three times per week. 
W ben school tiiminated lor llu> si'ason ll.iris expi I'ssed bis foi^ret 
b\ sa\ iiiL; he w.mt-- to Kmiii 11101 c how lo read and w 1 iU'. 

" rinis wilhont the pieseiit exisliiiL; home iiistinelion braueb 
ol ediuation, llu' child e\idenll\ could not liasi' the indixidnal 
opportninis to Kmiii and so lu'eome a iiselnl eiti/en." 

.V "( )ne pnpil who has made rapid pio^ress is . He 

has bei'ii t.in^hl b\ a visitiiiL; le.icher siiue \W)Vombor, U)U). In 

that (ime he has coinpleteil llu' nninbei work tbrou^b the .v\ 
i;i"ade. 

"He reads aiul enjoys sneb books as "Stories (.'bildun Need.' 
by Carolyn Sberwin l^ailex , and is able lo reprodnee those stories. 
.\l(ei' lames eiMumeneed to en|o\ the readiiii.;, bis nu^ther re- 
in. ukeil tli.it he w .IS the h.ippiest bos in The Hronx. 

"A pleasant liMlnic ol the ssoik is the L;r.itilndc and .ippreeia- 
(ion slioss n bs the p.ircnf s.'" 



139 

4. "''Jnc case in particular, a victim of infantile paralysis, age 
fourteen, confined to her IjcH for the past five years, not able to lift 
her head from the pillow, has accomplished wonderful results 
under my instruction in the nmkinj^ of. ribbon and organdie 
flowers and novelties, for which she has been well i^aid, enabling 
her to have comforts which she could not affor'l otherwise," 

5. "Another pupil, aj:^e fifteen, whom J volmitwrfd to teach 
trade millinery Con the verge of melancholia;. I fonn'l her spe- 
cially adapted for this work. The work improved her entire 
mental condition, happy in the thought of being able to contribute 
to her own support and having a trade that will serve her in the 
future." 

"A iiKjihcr recently wrote me as follows: 

" 'My dear Mr. Edson : 

"'As I counted my blessings today it occurred to nit to write and 
tell you of the one which has brought the mo.st peace and happiness into 
my home during the past few months. 

"'My daughter, eleven years old, has epilepsy. .She is an <;xcep- 
tionally bright and ambitious child, but had been forbidden all study 
by numerous doctors. 

" "Ihe child brooded, became discontented and melancholy, until our 
home, which has been a very happy one, became one of gloom and 
despair, 

" 'Now, I believe it was fate paving the way for Mrs. to 

come here. She has been coming the past three months, and the change 
is most remarkable. Due to her methods, the child can take her full 
les.son and is progressing beautifully. She has made her 3A, is now 
finishing the 3B, and the teacher expects her soon to study the 4A 
work. 

" 'Best of all, there are absolutely no ill effects, unquestionably due 
to the teacher's way and manner of handling the child, and so I watit to 

give thanks where thanks is due, to Mrs. .-mrl the I<o^rd of 

Education. 

" 'Gratefully yours.' " 



140 

CARDIACS 

Robert Halsey, M. D. 

new york post graduate hospital 

I have the honor herewith to submit a preliminary report of 
the study of the medical problem of educating in the public schools 
children with heart disease. 

The research was undertaken in 1916 upon the instigation of 
the Association for the Prevention and Relief of Heart Disease, 
discontinued during the war, and resumed in 1919 with the 
cooperation of other agencies, chief of which were the Cardiac 
Committee of the Public Education Association and the eight hos- 
pital clinics making a special study of heart disease. 



FACTS SOUGHT 

From the experiment are sought certain facts which seem 
to be of the greatest importance to your Board and for the 
elucidation of which the collection of data is under way but not 
completed. The information sought may be grouped under the 
following headings : 

First. To determine the actual number of cliildren having 
damaged hearts, the severity of the damage, and the average rate 
per thousand of registered children. The correct answer to these 
questions will determine the number to be cared for, the need of 
segregation of the group and the number requiring transporta- 
tion; 

Second. To determine the kind and amount of school work 
which children with heart disease can do, the rate of their progress 
from grade to grade, the needs and variety of vocational train- 
ing as well as to learn if there is an inherent mental deficiency, 
retardation or simple backwardness ; 

Third. To determine what measures may be available to con- 
trol, abate, and prevent the damage of the heart in children of 
school age as well as in those of pre-school age. 



141 



MEDICAL SUPERVISION 

The medical chiefs and their associates in the cardiac clinics 
of Montefiore Home, Lenox Hill Hospital, New York Hospital, 
New York Nursery and Childs Hospital, and the Greenpoint 
Hospital each supervise one class of twenty-five children; Mount 
Sinai Hospital and Beth Israel Hospital cHnics each supervise 
two classes of fifty children, and the cardiac clinic of New York 
Post Graduate Hospital supervises three classes of seventy-five 
children. The groups are established as mixed grades and an- 
nexed to Public Schools 4 of The Bronx, 17, 41, 70 of Man- 
hattan, and 34 of Brooklyn, each one, and Manhattan 75, 168, 
each two, and 64, three. Each clinic has several schools from 
which it receives the children with heart disease and in which it 
will determine the incidence of heart disease. The total registered 
attendance in the schools under observation is somewhat over 
118,000 and in this group the total number of children with 
heart disease is to be determined by actual examination which 
will be completed during the coming school year. 

The children found to have damaged hearts are grouped 
according to the severity of the lesion, as classified and adopted 
in 1921 by the New York Association of Cardiac Clinics, after 
actual tests of the functional efficiency of the heart. Children 
from all five classes have been accepted for observation in order 
to determine the needs of the various degrees of heart damage. 
In addition to the group in special classes there is a control group 
of children attending their regular schools. This group is fol- 
lowed for the purpose of learning by comparison the relative 
progress of the groups. 

CLASSIFICATION OF PATIENTS 

Class I. Patients with organic heart disease who are able to carry on 

their habitual physical activity. 
Class II. Patients with organic heart disease who are able to carry on 

diminished physical activity. 

A. Slightly decreased. 

B. Greatly decreased. 

Class III. Patients with organic heart disease who are unable to carry on 
any physical activity. 



142 

Class IV. Patients with possible heart disease. Patients who have ab- 
normal signs in the heart, but in whom the general picture, 
or the character of the physical signs leads us to believe 
that they do not originate from cardiac disease. 

Class V. Patients with potential heart disease. Patients who do not 
have any suggestion of cardiac disease, but who are suffering 
from an infectious condition which may be accompanied by 
such disease; e. g.. rlieuniatic fever, tonsilitis, chorea, syph- 
ilis, etc. 

From the records of the teachers who have the academic, 
recreational and vocational training and from actual intelligence 
tests will he ohtainetl the information required to satisfy topic 
number two. 

Stiggestions as to the control, abatement or prevention will 
follow the study of the history of the disease in the children, the 
study of the group by itself and the results of medical and sur- 
gical procedures accomplished during the period of observation. 

As one may well realize it is too early to indicate what the 
study will reveal. Mere weight gains do not in themselves show 
improvement in the condition of the child with heart disease, nor 
does the increased attendance at school, already shown by some 
of the work done, indicate necessarily that the method of segre- 
gation, follow^ed for the purposes of the study, should be adopted 
by the Board. 

IMPORTANCE OF CERTAIN FEATURES 

The work has been under way sufficiently long to emphasize 
the importance of certain features necessary to the successful 
care of the group of children with heart disease in the segre- 
gated classes. These outstanding features are the necessity of 
constant supervision by a physician, thoroughly interested and 
trained in the study of heart disease, associated with a trained 
social worker, who shall be present daily for the time necessary 
to make a careful inspection of each individual child. The proper 
supervision of a class of twenty-five children wnll require- not 
less than four hours, while three such classes grouped together 
will take the full time of a specially trained worker. The time 
and special training required for such necessary supervision w^ill 



143 

prohibit the trained teacher from undertaking this medical 
responsibihty and giving her time which can be employed to 
better advantage in her pedagogic work. 

RESULTS ACCRUING 

The results accruing from the supervision during the five 
school days of the week for the ten school months should be 
of very great assistance in teaching the child and the parents the 
mode of life necessary for each individual and it should also 
emphasize the fact that the mode of life will be different for 
each child. But the beneficial results of such a school period may 
be lost or entirely nullified by ignorance or neglect during the 
week-end or during the summer vacation months. 

The very far reaching effects the accident of heart disease 
has upon the life of the child and the necessity of extended study 
of domestic aspects, as well as educating the parent and public, 
has impressed us all with the importance of deliberate and accu- 
rate observations. 

The medical men have undertaken the research with open 
minds and await with interest the combination of the concrete 
facts now being collected by the eight clinics and regret that, 
owing to the late date of the organization of some of the classes, 
a complete report cannot at this time be made. 

The medical committee desires to express its thanks and 
appreciation to the Board of Education and to the principals 
and teachers who have so cordially cooperated in the work and 
begs all to have patience and sustained interest in this very 
serious social problem of relief and prevention until the comple- 
tion of the study makes possible constructive recommendations. 

ATTENDANCE OF CARDIAC PUPILS 
Mrs. Henrietta R. Scheider, 
principal p. s. 75, manhattan 

The following tabular view of the attendance of pupils at- 
tending two classes in the Educational Alliance Building, annex 
of Public School 75, Manhattan : 



144 



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147 

INDUSTRIAL AND PLACEMENT WORK FOR PHYS- 
ICALLY HANDICAPPED CHILDREN 

Caroline G. Ronzone, Inspector 
statistics 

The following report embraces the present activities, general 
purposes, the progress made, placement work, and the most 
pressing needs for the future development of the industrial and 
placement work for physically handicapped children. 

The number of physically handicapped children in the Ele- 
mentary Schools are: 

Open 
Sight Cardi- Hosp. Air or 

Deaf Crippled Blind Con. T. B. acs Classes Anem. 
Manhattan .... 426 1,240 51 253 340 354 105 1,710 

Bronx 268 14 ... 35 25 ... 220 

Brooklyn 779 30 82 90 72 ... 981 

Queens 114 9 16 89 238 

Richmond 106 50 



426 2,401 104 351 660 451 105 3,199 
Total — 7,697 physically handicapped children. 

At present 2,401 cripples and 426 deaf are receiving instruc- 
tion in industrial work. 

GENERAL PURPOSES 

Probably in no line of teaching activity is there more serious 
call for industrial training than in our special classes. The need 
for industrial training in these classes is influenced by the change 
in the industrial conditions, and education must meet the change. 
The time when the boy was apprenticed has died out. The em- 
ployer can no longer afford to keep an employee unless he is a 
producing unit; his earning capacity must be beyond his salary. 
The journeyman's attitude is not favorable toward the apprentice. 
There are many obstacles placed in the boy's way, compelling the 
apprentice to follow these conditions for three years. 

The manipulation of certain tools is restricted to a certain 
few. The attitude of the journeyman is predicated in the thought 



148 

of self defense. He feels there is a certain amount of work to 
be done in the neighborhood and the extra help will deprive him 
of it. 

The boy's physical defect is a great hindrance. There is no 
charity in business and as the crippled boy cannot run errands 
and move rapidly about the shop, he has no opportunity of learn- 
ing the necessary processes to a trade. A crippled boy faces a 
much more serious situation than a girl. Girls have ten chances 
for light and seated work to one for boys. He must either possess 
skill in a trade or physical strength for heavy unskilled work. 

To a large percentage of these physically handicapped boys 
who each year reach the legal working age, the call to enter 
industry comes with a strong appeal. Work is the only thing 
in some of their lives. They cannot enjoy the same privileges as 
the normal boys. 

Heads in charge of girls are more in favor of apprentices. 
There are more trades open to girls than to boys owing to the 
fact that the processes employed in girls' trades require sitting- 
positions. 

The vocational education planned for the special classes of 
physically handicapped children can meet this condition by taking 
the place of, and improving upon the former system of apprentice- 
ship. 

The trade training for physically handicapped children in the 
elementary schools aims to train these children for useful em- 
ployment in the trades, covering the appenticeship of the trades 
they may enter. 

The work planned has an educational, trade, and physical 
value. 

EDUCATIONAL VALUE 

In grades lA to 3B, the value of industrial work is along edu- 
cational and physical lines entirely. The work as a trade is not 
thought of at all but the educational and physical benefits derived 
from the first three years of training so fit the child that in 
4A he begins his actual trade study. 



149 

In the lower grades, educationally, the work is correlated 
with his other studies ; his nature, drawing, English, and arith- 
metic work. He moves from the known to the related unknown. 

In nature work, for instance, he moves from the tomato as 
a food through the successive steps of construction until in 4A 
he arrives at the tomato as a dinner favor. 

In English his vocabulary enlarges through his introduction 
to different trade terms employed. 

In arithmetic he learns values and a sense of judgment. 

In lettering and drawing he receives a training in exactness 
and neatness. 

Physically, the child's hands are always being strengthened by 
the training in the vocational work he is receiving so that by 
4A he has better muscular control to execute the necessary proc- 
esses in the trade work. 

The industrial work in the lower grades contributes to the 
setting of moral standards of the youth; the cultivation of self- 
reliance ; the spirit of initiative ; the formation of habits of neat- 
ness, cleanliness, deliberation, exactness, and good judgment 
which are necessary benefits to be developed to prepare him for 
trade work in the upper grades. 

TRADE VALUE 

As the greater percentage of the special children must rely 
upon industrial work for their future existence, much will depend 
upon how he is prepared for industry, and the extent to which 
our schools prepare the boy for industry will in many cases 
mark the degree of their influence in shaping him for life in a 
democracy. 

All specialization is most intelligent and appropriate if it has 
been preceded by a program of training in different operations. 
With this idea in mind the industrial work is kept closely 
allied to the fundamentals of the trades the children anticipate 
entering. 



150 

The habits developed in the elementary work of making fruits, 
vegetables, flowers, etc., develop to a trade value later inasmuch 
as these habits are really trade processes in the following traces : 

Cotillion Favors, Dinner Favors. 

French and Satin Flowers, used in millinery. 

Needlework, relating to silk novelties. 

Millinery, which includes all processes from the making of the frame 
to the finished product and the renovation of old hats. 

Beading, Fringing, Tassel Making. This course correlates with the 
sewing department. A girl who can sew and also make these acces- 
sories to a dress is a valuable acquisition in a work room. 

Lettering, Glass Sign Painting. This embraces the formation of differ- 
ent type letters, as full block, half block, spur block, which are all 
built according to different ratios by the aid of mechanical instru- 
ments (T square, angle), and leads to the detail work in an archi- 
tect's and designer's office and to ornamental glass sign painting. 
Later the scale of these letters is lowered by the eye and gold leaf 
and other mediums are used to decorate them. This course corre- 
lates with printing and shop work. 

Modeling, which leads to chandelier decorations and plaster decoration. 
The process of modeling is also used in strengthening the muscu- 
lar control in paralyzed hands. 

Typewriting, Calculating Machine and Telegraphy. This work corre- 
lates with the academic branches and is given to boys and girls who 
do not care for hand industrial work. 

Weaving, Basketry, Brushes, Chair Caning. This type of work should 
be set apart for the blind, mentally defective and those so badly 
handicapped that this is all they can do. The best trades are now 
open to the deaf, crippled and other handicapped children offering 
training and a splendid future. 

Pottery, Modeling, Tassel Making, French Flowers and Fringing can 
also be done by the children with poor sight. 

Knitting and Crocheting Problems for Bed Cases. Sewing machine 
operating, electrical foot control and electrical knee control for 
children with poor muscular control. 

Physical Value. The boy with paralyzed hands should be given some 
kind of work to develop better muscular control. The girl with 
poor sight must not sew. Pasting problems, weaving, etc., will bet- 
ter suit her condition. The teacher must study each child individu- 
ally, discover its special talent and physical defect, find the occupa- 
tional possibilities in the trades and then educate the child. This will 
make the work more pleasureable to the child and thus arousing his 



151 



interest, will stimulate him to reach higher ideals of skill and knowl- 
edge of the work in hand. This course of procedure will save many 
from being industrial misfits. 

Teachers' Training Classes. Since the problem of preparation deals 
with an endless variety of student abilities and tendencies and 
physical defects, it is evident that individual instruction is neces- 
sary. The teacher must do the most she can to prepare everyone 
of these children to play the largest part possible in the life of the 
community. The teacher in charge must be prepared to enter into 
her work with the greatest enthusiasm. She is not fit for the posi- 
tion if she does not bring herself down to the level of the class. 
She must have a thorough knowledge of many trades, must be 
ingenious in her method of presentation and must create ingenious 
devices to meet the physical defect of the child. 



Cripples 






Brooklyn : 


Manhattan ; 




P. S. 165 


P. S 


.161 




" 18 


i( 


75 


(Annex Rhinelander 


" 84 


., 


6 


School) 


Ungraded : 


„ 


69 




Manhattan : 


« 


68 




P. S. 104 


" 


41 




" 15 


" 


70 




" 3 
Bronx: 


Brooklyn: 




P. S. 40 


P. S. 


158 






" 


15 




BHnd, Sight Conservation : 


" 


162 




Manhattan : 


"■ 


168 




P. S. 110 


" 


150 




" 17 


" 


46 




" 119 


" 


107 




" 103 


" 


30 




" 102 


" 


34 




" 107 


" 


35 




Brooklyn : 


Visiting teachers, 2 


P. S. 157 


\nemic i 






" 65 


Manhattan : 




Tuberculous : 


P.S. 


34 




Manhattan : 


" 


90 




P. S. 151 


" 


135 




" 52 (Home of Re; 



152 



Cardiac : 
Manhattan : 
P.S. 34 


Cripples : 
Hospital Classes : 


Delinquents : 
Manhattan : 
P. S. 120 


r^Iontifiore Home. 
Long Island City College 
Hospital. 


Preparing for Special Classes : 
Manhattan : 


Bellevue Hospital. P. S. 14 
Annex. 


P. S. 104 


Laura Franklin Hospital. 


•' 151 
" 103 


St. Giles Hospital. 


" 170 


Kings County Hospital. 


" 57 


City Hospital. 


" 17 

" 96 

Brooklyn : 

P. S. 165 

" 20 


Fordham Hospital, P. S. 32 

Annex. 
Blythedale Home. P. S. 192 

Annex. 


" 84 


P. S. 32 Annex. Bronxdale. 



PROGRESS MADE IN INDUSTRIAL TRAINING 

The work of educating the handicapped child for the trades 
was first begun in New York City at the School for the Deaf. 
In the beginning, it seemed a hopeless task, but with the loyal 
cooperation of heads of the educational department, representa- 
tive business men and medical specialists, these children have 
won their fight for independence and have victoriously entered 
the ranks of the industrial world. 

Where there are five or more special classes, a special indus- 
trial room has been advised with one teacher in charge of the 
work. This plan has been very successful at Public Schools 47. 69, 
75. ^lanhattan, and Public Schools 34 and 162, Brooklyn. 

In view of the fact that it is impossible to reach the 7,697 
handicapped children for the purpose of personal supervision, the 
teachers in charge of classes of deaf, cripple, blind, sight con- 
servation, anemic, cardiac, home cripples, tuberculous, hospital 
classes and ungraded, have been attending weekly conferences 
from 3 to 5 P. m. at the office of the inspector at Public School 
30, 230 East 88th Street, receiving instruction in trade work. 



153 

to meet their special problem, thus carrying it back to the class 
room. 

PLACEMENT WORK 

Placement work is steadily growing-. The demand for the 
deaf as workers in the trades is greater than the supply and sta- 
tistics show that it is a rare case for one to make a change of 
position within the year. This is very encouraging and the trades 
people now have great confidence in employing the handicapped. 
A reference from the school for the deaf stands for efficiency. 

There were eight graduates in February, 1921, all of whom 
entered the trades. Investigation shows that all graduates of 
this and former years are employed and earning good salaries, 
minimum eight dollars and maximum, thirty dollars per week. 

FOLLOW-UP SYSTEM 

An Alumni Association for physically handicapped children 
which meets once a month was instituted during the school year. 

A very large percentage of the graduates responded. The 
teachers who took charge demonstrated not only the need but 
desire for the association. The meetings afforded an opportunity 
for the students to meet their fellow graduates, to discuss their 
positions and to enjoy an entertainment provided by their com- 
mittee. The mental stimulation of the social side is not to be 
underestimated, especially for the retiring natures of most of the 
handicapped. 

These meetings also prove to be a great adjunct to the follow- 
up system of the graduates, giving opportunity to advise those 
who wish positions in the trades. At present there are eighty- 
seven members, all past graduates of the elementary schools. 
The Brooklyn graduates emulating the example of their friends 
in Manhattan, have also started an Alumni Association. There 
are sixty-five members, making a total of 152 members. 

Soon, through the cooperation of business men and friends, 
we hope to open club houses in Xew York and Brooklyn. These 



154 

houses will also be used to i^ivc cniploynicMit to those so haudi- 
cai)|)C(l that employment cannot he found in the trades. 

Investit^ation shows that there are many children who will 
he made self-supporting by transporting them to this centre daily. 

PRESSING NEEDS 

Adjustment of Time Schedule: 

An adjustment should be made in the time schedule so as to 
give more time for hand work, for as it now stands, the major 
])art is given to the academic subjects. This adjustment is neces- 
sary in order to meet the needs of the boys and girls entering 
the trades at the early age of fifteen and sixteen. 

It would be a good plan to give the children entering the 
trades six months of intensive training in their special trade be- 
fore graduation. For those who are preparing for office work, 
telegraphy, typewriting, machine calculating, filing, etc., it would 
be well to give extra work in academic training. 



155 



SPEECH IMPROVEMENT 

Frederick Martin, Director 

During the year 1920-21, the Department of Speech Im- 
provement has had twenty-six special teachers devoting their 
entire time to the correction of acute defects and a general im- 
provement in the speech of children. 

An analysis of the following report of the work of these 
teachers, during the past year, will give a more comprehensive 
idea of the enormous task of the department : 

COMPOSITE REPORT 
REPORT, SEPTEMBER, 1920— JUNE, 192 1 



Name 


Number 
Treated 


Cor- 
rected 


Great 
Improve- 
ment 


Slight 
Improve- 
ment 


No 
Improve- 
ment 


Dis- 
charged 
from 
School 


Stammering and 

Stuttering 

Lisping 


2,971 

4,262 

458 

780 
72 
46 
99 
2 
67 


1,215 

2,185 

182 

359 
26 
12 
48 
1 
29 


1,313 

1,367 

188 

265 
18 
24 
31 

20 


187 

322 

39 

81 
12 

8 
11 

1 

9 


19 
23 

7 

17 


2 




237 
371 


Lallation 


42 


Acute Defective 

Phonation 

Foreign Accent .... 
Acute Nasality .... 
Aphonia 


58 
16 

2 
7 


Deaf 





Other Defects 


9 


Total 


8,757 


4,057 


3,226 


670 


68 


742 







STAMMERING-STUTTERING 

This title includes those cases where the pupils have a marked, 
halting utterance, characterized either by the inability to articu- 
late sounds or by an unnecessary repetition of sounds, words or 
phrases. 

In response to a questionnaire, sent out last year*by the City 
Superintendent, the principals of our elementary schools reported 



15(1 



(UiT (),(H)0 rases of stamiiirriiii; in llic j^radcs. wliicli wore so 
aoulo as to mark tlu- suflcrcrs from ihcir fellow classmates. 

riu' iWiroau of Attoiutai\ce has also reported many eases of 
eluoiiie tinane\' as directly attrihutable to this defect in si>eech. 
There has heen no estimati' made i^\ the numher of stannnerers 
in onr secondar\' schools. 

The leport id' the teachers i)\ speech improvement indicates 
that onl\ 2}^7\ of tlie children sniTciiiiL; from this defect, have 
received correctii>n. According;- to the report o\ principals, 
there were 3,(XH) or more stammerers in onr schools receiving;" 
no alti'iition from the department. A lari;e percentage ot these 
cases will graduate anil enter either the secondary schools or the 
hnsiness world, serionsly hamlicapped mentally and i^hysically. 

Tins is attested h\ the hnndrcils of cases appl\ in;.:' for treatment 
at our clinics, because of their inability to seciu'c comix'tent posi- 
tii>ns or to progress in high school, due to serious speech impedi- 
ments. 

LISPING 

The cases under correction for this were children w ho mani- 
fested an acute detect in the production oi sibilant sounds. 
Three thousand and ninet\ two were due to lingual sluggishness, 
continued by habit, ami 1,17() were attributable to dental mal- 
occlusion, hypertrojihied tonsils, tongue-tied coiuiitions or to some 
other organic defect, which, combined with habit, had heightened 
the degree o\ the impediment. 

Ibis t\pe o\ defect re(|nires untold. iiuli\idual attention and 
follow up witik on tlu" part oi the speech teacher in i>rder that 
the pi'oper dental or surgical attentiiMi be gi\en betore the reeiln- 
caiion o( the child in speech begins, haghteen tlunisand children 
in onr schools have been reported as acute lispers. Man\ ol these 
cases could be corrected by the regular grade teachers if properly 
instructed in the method oi procedure, but fully 50 per cent, neeil 
the attention oi a speech specialist. 

L.\l.I..\TION 

'rih> is an acute lack oi coordinatii>n of the lingual nuiseles, 
not nnciMnmon in the speech oi the mentallx' detective. Wiw 



157 

work has slujwn llu- (■fficacy of "rcs])oiisc work" uii'l toiij^itc f^ym- 
nastics, when apph'cfl to this type of iiii]j(;'hii)eiit. (Note Speech 
Units at the Li. S. Hasc Hospitals.) 

The report indicates that 1X2 or 39 per cent, oi the cases 
treated were entirely correcterk and 1H8 or 41 per cent, showed 
a marked improvement. If this w(-re all that the flepartment 
had accomplished, during/ the year, it were wfjrth the expense 
involved hecause of the economic and social value. ICach case 
requires the individual, untirinj^ effort of a competent teacher of 
speech in order to effect a reeducation of the central nervous 
system (jf the sufferer. There are several thousand of these 
cases in the schools receiving lillle or ikj constructive assistance. 

ACII'J'I'; OKFKC'I IVI-: I'llONA'nON 

Under this heading- are tlujse cases, only, where the articula- 
tion of sounds fthrouj^h hahit) is so defective as to make the 
child's speech uninf<l!ij.(il>le. The majority of cases of defective 
phr;nation can and shoidd he correcterl hy the regular ^rade 
tcsicher. Seven hunrlred eij^^hty cases were referred to (Air speech 
teachers for correction this year, as the princijjnl fjr j^rade teacher 
considered that the chiklren needed special attention. This is 
due to the fact that, in the majority of cases, the child appeared 
to have some organic defect, when the slovenly articulation was 
merely due to habit, the result of environnuMit, ^.(eneratin;^- false 
concepts of the elements of the spoken word, 

FOKKIGN ACCKNT 

7'hc problem of foreij^n accent is one which must be solved 
by the grade teacher, if we hope to cope with this ever-increasing 
menace to our ICnglish tongue, in the city schools. The syllabus 
on Foreign Accent, published by the Boanl of Superintendents, 
has proven of great assistance to the classroom teacher in her 
work. It has been necessary, however, for the special teacher 
of speech improvement to properly institute this work by giving 
model lessons and conferences. 

The seventy-two cases under treatment by sjjecial teachers of 
speech improvement were deemed especially difficult and were 
taken upf;n tlie request of ];rincip;ils or superintendents. 



158 



ACUTE NASALITY 

This indicates those cases where there is a marked omission of 
sound through the nose, when speaking. This defect is commonly 
caused by a cleft palate or certain types of hypertrophied tonsils. 
Few operations upon the palate are successful, from the stand- 
point of speech, without the follow-up work given by the special 
teacher of speech improvement. The daily application of tongue, 
palatal and vocal gymnastics will often give to the child a normal 
speech. There are about two hundred of these cases in our 
schools, receiving no definite treatment. 

APHONIA 

In the cases of aphonia, or loss of voice, corrected by special 
teachers of this department, there is a lack of physical develop- 
ment of the vocal organs. It is not uncommon to find, in the 
classroom, children whose voices are poor, but who only need 
a daily drill in vocal gymnastics and continued correction by 
the grade teacher to bring their speech up to the normal. How- 
ever, there are many children, between the ages of six and nine, 
who, upon their return to school after debilitating fevers, need 
the special training of a speech teacher in order that the organs 
of voice production may not be permanently injured. Ninety- 
nine such cases attended our special classes, last year, with excel- 
lent results. There have been several hundred neglected, how- 
ever, who may carry their low (often gutteral) whispered voices 
through life, unless given special treatment at some speech clinic. 

THE DEAF 

The two cases of deafness treated were children who had 
not completely lost their hearing and had never properly developed 
speech. In neither case was there any impairment of the periph- 
eral organs of hearing. The cortical training given for the 
development of the speech areas entirely developed the auditory 
centres in one child, so that hearing became normal, and, in the 
case of the other (still under treatment) caused a perceptible 
improvement. 



159 



UNCLASSIFIED DEFECTS 

The unclassified defects include chronic nasal twang, burring, 
monotone, guttural and high-pitched voices. 

ADVANCEMENT AND NEED 

The greatest advancement made in speech work for the year 
has been the installation of a teacher in the New York Training 
School for Teachers, who will train the future graduates of that 
institution in methods to be employed for the prevention and 
correction of speech defects. 

If the grade teacher is given a comprehensive knowledge of 
the subject, she can do much in eliminating the minor types of 
speech defects in the classroom and in preventing the generation 
of more acute ones. 

A new syllabus on Speech Improvement will be issued shortly 
as a guide to the grade teacher. This will not only give graded 
lessons to be employed generically throughout the system, but will 
afford a definite time in the curriculum for a study of speech 
per se. 

The most urgent need of this department is a central school, 
in each borough, where acute cases of stammering, lalling and 
cognate defects may be isolated and receive all their instruction 
from teachers who have had a scientific training in the subject, 
as is done with the deaf. 



160 

NEW YORK PARENTAL AND BROOKLYN TRUANT 

SCHOOLS 
John S. Fitzpatrick, Principal 
statistics — parental school 
Number of boys in institution at last report 
(include in this item any boys who escaped 
or are allowed to go home temporarily to (June 30, 

attend a funeral of a relative) 228 1920) 

Number of boys committed by Director, Bu- 
reau of Attendance 217 

Number of boys committed by Court 20 

Number of boys returned on broken parole..* 120 
Number of boys transferred from N. Y. C. P. . 6 
Number of boys transferred from Manhattan 

T. S ' 39 

Number of boys transferred from Brooklyn 

T. S \. 66 

Number of boys returned from hospital 22 

Total — 718 

Number of boys paroled 336 

Number of boys discharged (commitments 

expired) 64 

Number of boys transferred to Hospital 51 

Number of boys transferred to N. Y. C. P.. . . 1 

Number of boys transferred to M. T. S 2 

Number of boys transferred to B. T. S 48 

Total 502 

Number of boys in institution at date 216 



*Includes broken paroles from Manhattan, Brooklyn and Protectory. 
BROOKLYN TRUANT SCHOOL 

Year ending July 1, 1921 

Number of boys in institution at last report 

(July 1, 1920) 115 

Number of boys committed by Director, Bu- 
reau of Attendance 189 



161 




12; 
W 
W 

a 

o 

K 
o 

o 

f^ 
o 

pq 

O 
O 

u 

m 

< 

W 

< 



O 



162 

Number of boys committed by Court ; 18 

Number of boys returned on broken parole. . 89 

Number of boys transferred from N. Y. C. P., 
Manhattan T. S., N. Y. P. S. (all truant 
schools) 70 

Number of boys returned from hospital 2 

Total 483 

Number of boys paroled 248 

Number of boys discharged (commitments ex- 
pired) 22 

Number of boys transferred to Hospital 6 

Number of boys transferred to N. Y. C. P.. . . 16 

Number of boys transferred to N. Y. P. S.. . . 66 

Total 358 

Number of boys in institution at date 125 

LOCATION AND BUILDINGS 

The New York Parental School is in Flushing, Borough of 
Queens, on a farm of 107 acr£S. There are five buildings, the 
administration or school, three double cottages and the power- 
house. Two quadruplicate cottages, an infirmary and other 
necessary buildings to accommodate 300 more boys are planned 
to be erected during 1921-22. The planned increase plus the 
present capacity, 216, will mean a register of 516. 

SUPERVISORS, TEACHERS AND EMPLOYEES 

The supervising and teaching stafif of the school consists of a 
principal, assistant principal, teacher-clerk, five class teachers and 
special teachers of drav^nng, music, physical training, printing, 
woodworking and carpentry. 

Each of the six cottages, in which thirty-six boys live, is in 
charge of a master and a matron (husband and wife). The 
masters, from 9 a. u. to 4 p. m., week days, are assistants and 
instructors, as follows : Storeroom keeper, tailor, plumber, assis- 
tant printer, bandmaster, shoemaker, nurse, and farmer. The 
matrons are in charge of the housekeeping of the cottages and 
act as cottage mother to the boys. 



163 




164 

Regularly employed are six farmers and drivers, two cooks, 
one laundryman and two assistants, a baker, and a night watch- 
man. 

COMMITMENTS, PAROLES AND DISCHARGES 

In compliance with the compulsory educational laws, boys 
are committed to the Parental School by the Director of the 
Bureau of Attendance for truancy or incorrigibility with the 
consent of the parents. Boys of parents unwilling to give con- 
sent are committed by the Children's Court. Boys of twelve 
years of age or over and in the 5A grade or higher are sent to 
the Parental School. 

Each year over 400 boys attend the school for an average of 
seven months. During the year 1920-21, 490 boys were com- 
mitted. 

The Director of the Bureau of Attendance has the sole power 
of parole. Most paroles are made on the recommendation of 
the Parole Board, which board consists of the District Superin- 
tendent, District 46, the Principal of the Parental School, and 
the Chief Attendance Officer. The Parole Board meets at the 
Parental School the second and fourth Thursdays of each month. 
Paroles are determined on the following : School attendance, age, 
grade, conduct, character, and home conditions. Boys are dis- 
charged when sixteen years of age, and on the expiration of the 
two years' commitment. 

INDUSTRIAL ASSIGNMENTS 

Each boy is assigned to industrial work by the principal. The 
assignments are determined by the age of the boy, size, health, 
ability and taste. After sufficient trial, a boy found either by 
himself or his instructor to be unfitted for the original assignment 
is transferred to a more favorable assignment. 

AIM 

The primary aim of the school is to fit the boys to return 
home, live according to law and order, attend school or obtain 
steady employment. 



165 

To accomplish these functions of life, boys must learn habits 
of punctuality, application, industry, politeness, fair play, obedi- 
ence, and developed will power, which result in the desire to do 
right and to win the approbation of worth-while people. 

METHODS 

The boys live in a small, well-regulated community in which 
they receive and contribute. Each boy must do his part cheerfully 
for the general welfare of the community, the School. His 
physical, moral, and mental deficiencies are studied, his defects 
learned, and curative remedies are given. The moral and ethical 
teaching is done by examples furnished by the staff and by the 
boys who have been in the school several months. 

During the past year emphasis has been placed on 

1. Individual classroom instruction. 

2. Individual progress and promotion. 

3. Use of the honor system. 

4. Lack of suppressive discipline. 

5. Music. 

6. Improvement of physical condition means of 

a. Medical inspection by 

Physician and nurse. 

b. Physical training through 

Free play, organized games, formal gymnastics, 
athletics, shower baths twice daily. 

7. School spirit, 

RESULTS 

The results obtained from these methods are gratifying. 

The classroom work has been improved and the boys have 
manifested a greater interest in the work. 

The classroom and the cottage honor rolls are read by the 
principal each week at assembly. A boy to be on the classroom 
honor roll must have "A" in conduct and "B-|-" in work. To 
be on the cottage honor roll a boy must have "A" in conduct 



166 

and "A" in service. The honor boys stand during the reading 
of the rolls and the exceptional individuals are complimented. 

The conduct of the boys has been excellent. We have en- 
deavored to use a minimum of restraint. The boys are requested 
to live the lives of good citizens in a well-organized community 
under careful and, as far as possible, passive supervision. The 
good citizenship developed at the school should be easily trans- 
ferred to the good citizenship necessary in the State. The boys 
have responded to our liberality and have justified our confidence 
in them. 

Music plays an important part in the life at the school. The 
boys like music, and most of them sing well. The assembly 
singing is excellent. Two bands are trained during the year, 
and seventy or more boys receive expert instructions in playing 
a band instrument. Music is furnished by the band for military 
drill, flag salute, and entertainments. The band of this year was 
the best we have had for several years. Last year, and again 
this year, the Parental School Band played at the Commencement 
Exercises at Princeton University. 

Every new boy is given a careful physical examination by the 
resident nurse and the visiting physician. Clinics are conducted 
by the nurse daily and by the visiting physician twice a week. 
When it becomes necessary, boys are sent to the local hospitals. 
Once a month all the boys are examined by the physician, assisted 
by the nurse and the teacher of physical training. Careful rec- 
ords are kept of all examinations and treatments. 

B.elieving in the mental and physical value of physical train- 
ing, we have given extra attention to this class of work. The 
boys play more and better. During the past year four of the six 
cottages have won the silver cup awarded each month for the all- 
around championship in athletics. One of the other two cottages 
finished second six times. The Parental Baseball Team played 
thirteen games with the twelve best teams in the Queens P. S. 
A. L. Parental won twelve games and tied one. Our team de- 
feated the champions of Queens, P. S. 71, by a score of 7-4. 



167 




168 

Before much can be clone for a boy in the school he must be 
content and happy. He must be made to realize that he is among 
friends, that he must remain at the school for several months, and 
that he must work for his own good and for the good of the 
school. He is informed that it behooves him to "fit in" and to get 
all the good he can during his stay. He sees the older boys happy 
and well treated. Soon his own initiative develops a willing 
worker. The boys give their best for the welfare of the school. 
In many ways they show their appreciation of what the school 
is doing for them. 

GRADUATION 

Each term the school has had a class complete the course 
and graduate. 

Twenty-six boys were graduated in January, 1921. 

Eighteen boys were graduated in June, 1921. 

WORK DONE AND SUPPLIES FURNISHED 

The following work is done and supplies produced at the 
Parental School : 

Laundry, bread, farm products and cartage for the Man- 
hattan and Brooklyn Truant Schools. 

Printing, towels and cartage for the Board of Education. 

SHOP PRODUCTION 

Laundry $25,384.31 

Bakery ' 17,967.52 

Print-shop 5,694.75 

Farm 9,241.24 



169 



DISTRIBUTION OF PUPILS AT BROOKLYN TRUANT SCHOOL, JUNE 30, 1921 



lob-lW 



bfl-5 



•5£- 

■S!\ - 
■4B -ZS 



n 
1 



^f\- 



■3B - 



3^- 



2. 



1 



Vb -q 



U -7 



TVh^lT^e^.sfe'- 



J)rll| 



■Itb 



DISTRIBUTIONS VARY SLIGHTLY FROM DAY TO DAY 



170 



mSTRlBUTlON OF I'Umi.S AT THK NKW YOKK PAKENTAI. SCHOOL. >[AV 30, 1921 

al o &3es — "7 9 






11 



66 fcfl 



o'a 



tib 



P^j/^a/ 7>''»iT'»y l?«^^*^e^ 



c?r. 



d> y.rK.w, ^,^ 



/O--^ >1 



/t d f s/-r/ej _ /J 5» 



eiKtri a..* clf\ltrLr-n J..^ sr'rc jL.f.^ «!/».««, i«—J'< «•-*«<■'»•"■ '^'^''oe Ht*->l »-l"- 'f/"' 



nts. 



93 



9f{ 



C- / a» ag^ — /3 ^. 



7/? 






//7d Vitr.e-^- 



bH 



1 



^/6 



(^rle<rei- fv->r, Sttre H'"^ Jtmth' Uwi'H plmmktr FhnJir ji,l,'- Offii 
'j la^— J A*. J "—^ 7 /^ 7 — /'- 



THE DISTRIBI'TIDN OF rVl'H-S VARIES SLIGHTV FROM DAY TO HAY 



171 



SCHOOL DAY AT THE NEW YOKK PARENTAL SCHOOL 

Saturdays : No School. Five hours of industrial assignments and two hours 

extra for recreation 

Sundays: One hour for religious instruction. Reading and quiet recreation 




172 



UKOOKI.NN TRUANT SclUH)!. 

riu" r>r(H)kl\n rruanl School, an annex of tlio Now \ovk 
ratciital Si-liool. is loi-atod at I'aitu-Kl Slrcot and Jainaioa Avonuo. 
riuMc arc ahoul fourteen acres of land. I'lie huildini^s are old 
and inisiiited to the proper care of hoys. Ihe school is in charj>c 
i^\ Mr. W. Tnlly r>asconi, teacher clerk. 

Six leiiular teachers and special teachers of tnusic. shojv 
WDik, pin sical trainini^, weaving and hasketry have charge of 
the ho\ s dnrini; the school hoin"s ; sixteen eniployci's ha\c charge 
oi the ho\s hefore and after school luuus, and Ao the normal 
\\(uk oi the sclunW. 

^ Dnni^. low tirade ho\ s are .sent to the Brooklyn Iruanl 
School. ThcN attend school live hours a day. 

nuiiui; the \ear emphasis has heen placed on 

1. liulividual instruction. 

2. liulixidual jMogress anil piomotiou. 
.V Music. 

4. rin sical couilitimi. 

a. Medical inspection. 

h. rinsical trainiui;' and ^ames. 

5. l'\uination o\ correct hahit^. 

The results are excellent. The hoys are happy and show im- 
]Mn>venients in physical condition and character. 



KIXOM MI".N1V\TU>NS 

We need 
1. More liuiUlin^s at the Tarenlal School. 
J. The services oi a \isitini; dentist. 

.\ .\ system oi following up 1h\\ s paroleil and ilischari;od 
from the Truant and the Parental Schools. 

Bovs slunild he kept KMii^ei' at T^-ooklyn Truant School. 



173 

MANHATTAN TRUANT SCHOOL 

Mary K. Leonard, Matron-Superintendent 

statistics 

I submit herewith my report on the Manhattan Truant School 
for the year July 1, 1920, to June 30, 1921. 

COMMITMENTS 

Number of boys in school July 1, 1920 52 

Committed by the Bureau of Attendance from September 13, 

1920, to June 30, 1921 W) 

Committed by the court during same period 17 

Returned for violation of parole 70 

Returned from the hospital and Catholic Protectory 7 

Total 300 

TRANSFERS, PAROLES ANIJ DISCHARGES 

To the Catholic Protectory 104 

To the Parental School 46 

To the Brooklyn Truant School 22 

Discharged, term expired '. 11 

Transferred to the hospital , 4 

Paroled, returned to the grades 53 

Paroled, employment certificates 14 

In school, June 30, 1921 52 

Total 306 

Average daily attendance 51 

NATIONALITY OF CASES COUNTED 

Italian 161 

American 45 

Irish 18 

Austrian 10 

Russian 7 

Polish 6 

German 3 

English 2 

Greek 2 

• 

Total 254 



174 



PHYSICAL KhXORD OV LASlvS aiMMlTTKI) 

Number of cases exaniiiiod 254 

Number of cases showing some pliysical defect 233 

CLASSIFICATION OF PHYSICAL llEFECTS 

Defects 

linlarged Cervical and Posterior Glands 106 

Enlarged Tonsils 16 

Adenoids 4 

Defective Vision 21 

Defective Teeth 35 

Defective Nasal Breathing 22 

Cardiac 15 

Defective Hearing 2 

Skin Disease 4 

Bronchial Rales 4 

Curvature of Spine 2 

Rupture (.operation "l 2 

Total 233 

The following is a program of a typical day for the boys in 
the Manhattan Truant School : 

6 :00 A. M. Rising Bell. 

6:00 to 7:00 Bathing. Free Outdoor Kxercisc. 

7:00 to 7:30 Breakfast. 

7:30 to 8:50 House Work. 

8:50 to 12:00 School. 

12:00 to 12:30 Lunch. 

12:30 to 1:00 Free Flay and House Work for Selected Groups. 

1 :a) to 3 :00 School. 

3 :30 to 5 :(X) Supervised Physical Training. 

5 :IX) to 5 :30 Free Play. 

5:30 to 6:00 Supper. 

6:00 to 7:30 Preparation of Home Work in Classrooms. 

8 :00 Bedtime. 

SCHOOL WORK 

(a") The grades taught are from lA to 6B. 

{h) The manual training work lasts one hour and a half daily. The 
work includes woodwork, chair caning, basketry which corre- 
sponds to the age or the capacity of the child. 

(c) The employment of one shop-work teacher and of two regular 
grade teachers to take care of a maximum of fifty boys at 
' any one time, makes possible considerable individual atten- 
tion. 



175 



PHYSICAL EXAMINATIONS 

(a) Each boy on entering is given a thorough physical examination 
and a complete record of the same is filed for reference. 

(h) This year as an experiment, a group of fifty-one boys were sub- 
jected to the Schick Test. Out of this group, four cases 
showed susceptibility. 

ENVIRONMENT 

Twenty years of experience with boys of this type have shown 
me that the most potent factor in the handhng of the truant 
consists in providing for him an environment of the right sort 
to counteract the effects of the environment which breeds truancy 
and which confirms the habit of truancy once contracted. Con- 
sequently, the school aims to inculcate in the boys the habits of 
personal cleanliness, obedience, and the habit of quiet, regular 
work and play, in harmony with one another. This is done by 
providing for the boys perfectly healthful surroundings in an 
atmosphere of toleration and kindness, and home conditions 
entirely different from those from which they come. Control and 
discipline are therefore made easy, and progress in the class- 
room made possible. 

I am of the very firm opinion that a lasting impression upon 
these wayward and weak-willed children, coming as most of 
them do from homes lacking in conception of proper control and 
proper environment, can be made only after a stay in school for 
a period of time not less than five to six months, and longer if 
physical conditions in the school permit it. The school record 
shows that the returns for violations of parole are the least 
frequent among the boys who have spent six months or more in 
the Truant School for their first offense. 



176 

PROBATIONARY SCHOOL 120, MANHATTAN 
Olive M. Jones, Principal 

admissions and discharges 

Register, September 13. 1920 179 

Total admissions 172 

Total number of boys cared for 351 

Total discharges 136 

Register, June 30, 1921 215 

Admissions classified 172 

Readmissions 25 

(5 returned, 20 
from institu- 
tions or out of 
city) 

Public Schools 143 

Institutions 4 

Discharges Classified 136 

Graduates 10 

Death 1 

Out of city 11 

Physician's certificate 2 

Over 16 12 

Employment certificate 27 

Regular schools 33 

Institutions 31 

Business school 1 

Not found 8 



Of these 8. only 1 is now lost ; 3 were traced to Brooklyn, 1 
to Connecticut, 1 to New Jersey, 1 was caught l)y police and sent 
to House of Refuge, 1 was caught liy attendance officer and 
placed in Brooklyn Truant School. 



177 



AIMS OF THE WORK 



1. Adjustment of the boy termed delinquent: 

To school studies. 
To home conditions. 
To preparation for Hfe. 

2. Removal of cause of delinquency : 

By care for physical needs. 

By providing occupation suitable to intelligence and apti- 
titudes. 

By patience and justice in dealing with emotional disturb- 
ances and temperamental difificulties. 

3. Character training, especially 

Right habits. 
Self control. 
Respect for law and order. 

4. Relief of the teachers in regular schools : 

From' discipline problems. 

From undue attention to exceptional individuals to the 
neglect of the well-behaved child. 

5. Prevention of juvenile delinquency: 

By removing offender from opportunity to disturb large 
groups of children. 

By preventing loss of time and training caused to well- 
behaved child by presence of individual delinquent in 
large class. 

By studying and helping troublesome boy himself at early 
stage of delinquency. 

By exerting special influence on individual home to remove 

( 1 ) Parental neglect. 

(2) Difficulties due to environment, misunderstanding, 
etc. 

POINTS OF SPECIAL INTEREST 

Grade and Intelligence Survey. — ^A very careful survey of P. S. 
120 was made during the year 1920-1921, including three studies : 
1. A detailed study of the retardation of each boy as indicated 
by the grade he was fitted to begin. 



178 

2. Classroom examinations by grade teachers. 

3. Intelligence tests, using the Thorndike Non- Verbal and 
Haggerty Delta No. 2. 

A. Aims of the Survey. — The aim in making the survey was 
fourfold : 

1. To discover a plan of classification fairer to the children 
and more workable than the regular grading plan has 
proved to be in placing delinquent boys in classes or groups 
for school work. 

2. To discover a quicker and more reliable means of esti- 
mating the needs of new entrants into the school than that 
afforded by the boy's previous grading. 

3. To obtain with scientific accuracy the information needed 
to adapt the course of study to the peculiar needs of the 
delinquent and to plan suitable useful occupations for 
them. 

4. To test out scientifically the truth or error of certain con- 
clusions regarding the problems of juvenile delinquency. 

The last of these aims was realized in so far as conclusions 
can be said to be verified by a study of 180 boys. Briefly stated, 
the most important of these conclusions is that any group of 
delinquent boys will be found distributed as to intelligence in 
about the same proportion of bright, normal, dull, as any other 
group of children. In other words, their delinquency is not due 
primarily to lack of intelligence, and their truancy and lack of 
interest in school are not due to lack of native ability, but to a ' 
difference in intelligence, a difference in aptitude, from the book- 
minded child to whom alone our academic courses of study 
are adapted. The mental defective is not apt to become delinquent, 
but the converse is not true. Although physical ailments and 
disturbances may cause delinquency, the removal of the physical 
cause has little or no effect unless right habits are substituted 
for the wrong habits acquired during physical disturbance ; that, 
although mental defectives may easily become delinquent unless 
kept under proper guidance, the great number of delinquents 
have every bit as much intelligence and ability to guide their own 



179 

lives as the average human being; that by far the greatest num- 
ber of dehnquents suffer from emotional disturbance, improper 
environments, and inadequate training in inhibition and right 
habits much more than from physical ills or mental defectiveness ; 
that truants are made by large classes and uniform courses of 
study, which make impossible the care of the individual child, 
as much, if not more, than by any other cause. 

The study of 180 boys made in P. S. 120 during the past 
year justifies these conclusions to a certain extent, scientifically, 
and it will be continued with all boys who enter the school here- 
after until a large enough number has been studied to be a true 
basis of final determination of the truth or error of these ideas. 

The other three aims will be the subject of study and experi- 
ment in September and of report next year. 

B. How the Survey Was Made. — By Official Class Teachers. 
Each official class teacher was requested to make a careful study 
of his or her class by means of observation of the individual 
child, examinations, visits to the homes, interviews with parents 
and others interested in the child. A printed form was provided 
on which each teacher recorded the following items : 

. Estimate of child's accom- 
plishment in various sub- 
jects of the regular school 
course of study. 
. Grade child actually fitted 
to begin June 30, 1921. 

By Special Intelligence Tests. Three teachers were selected 
and trained to make special tests. They were prepared for their 
work two months in advance by a great amount of reading mat- 
ter dealing with the subject of scientific intelligence testing, by 
instruction from Mr. Stenquist, of the Division of Reference and 
Research, by visits to P. S. 64, and observation of the psycholo- 
gist at work there. They were relieved from other duties in 
order to obviate error resulting from fatigue and interruption, 
and to carry on the work consistently and continuously. 



1. 


Date of birth. 


2. 


Number of terms in 




grade. 


3, 


Home conditions. 


4. 


Estimate of child's mental 




ability or general intelli- 




gence. 



180 

At least two of the throe teachers worked together in con- 
ducting every test. The hoys were grouped so that there could 
be no possibility of copying or assisting". 

The scoring- was done at once as each test was completed. 
Several other teachers helped in the scoring-, which is a most 
difficult and laborious work, a severe strain t)n the eyes, liable to 
error because of eye strain and fatigue. Every score was checked 
up twice, at least once by one of the three teachers responsible 
for the tests, generally by two of them. The scoring was then 
sent in to the Division of Reference and Research, where each 
individual score was compared with the norm and the intelli- 
gence quotient recorded. 

By Personal Supervision of the Principal. First, the printed 
forms containing the study of the classes as made by their official 
class teachers were collected and carefully scrutinized. These 
were compared with the blue record cards, report cards, previous 
promotion records, statements made by principals of other schools 
from which boys came, and any other evidence which had been 
gathered during the year, including reports of attendance offi- 
cers, probation officers, and Big Brothers. Where there was 
disagreement — which, however, occurred in very few cases — the 
teacher was asked to verify the record. 

Second, I personally watched the progress of the special in- 
telligence tests daily, kept in constant comnuuiication with Mr. 
Stenquist, and maile frequent comparison of tests and scorings 
with several other persons expert in the conducting- of standard 
tests. Every means was taken to secure the willing cooperation 
of the boys themselves and thus eliminate the malingering which 
is so often a hindrance in securing accurate results when testing 
tlelinquent boys. 

C. CJuvtiitg the Results of the Survey. — When the teachers' 
forms were completed and verified and the record of intelligence 
quotients received from the Division of Reference ami Research, 
a chart was prepared listing the name of every boy on register 
at the time. An illustration follows: 



181 



Sur- 
name 


Given 
name 


Chron- 
ological 
age in 
months 


Grade 
age in 
months 


Thorn- 
dike 
age in 
months 


Haggerty 
age in 
months 


Teach- 
er's 
ranking 


I. Q. 


Home 
conditions 


Physical 
condition 


X 


X 


155 


102 


145 


90 


Aver. 
Int. 


76 


Clean. 
No father 
Coopera- 
tion 




y 


y 


182 


1.^8 


116 


122 


Aver. 
Int. 


65 


Poverty. 

Working 
mother 

Coopera- 
tion 


Stam- 
mers 


z 


z 


142 


144 


216 


171 


Aver. 
Int. 


137 


Clean. 
Foreign 
Coopera- 
tion 




m 


m 


160 


126 


201 


1 13 


Aver. 
Int. 


99 


Sick father. 
Working 
mother 




n 


n 


167 


144 


110 


140 


Below 
Aver. 
Int. 


75 


Dirty. 
No cooper- 
ation 


Teeth 



When nothing is stated in Column 10, it means that no defect 
is known. It was difficult to secure proper assistance in making 
the study of physical conditions. While everything noted is 
correct, it is not certain that every physical need was discovered. 

D. Tables Giving Summary of the Results of the Survey, to 
date of this report, June 30, 1921. 

Total number on register at date of survey 207 

Not included in record of intelligence tests 27 

(Absent, late admission, ill, doubtful accuracy) 

Boys tested by Thorndike test only 55 

Boys tested by Haggerty test only 8 

Boys tested by both tests 117 

Total number included in this report 180 



182 

TABLE I 

Considering- 180 Boys 

All included in class record of teacher's ranking", 117 included 
in both Tliorndike and Haggerty tests, 55 in Thorndike test 
only, 8 in Haggerty test only. 

Judged by l^ests Only I. Q. Judged by Teacher's 

Very Bright 5 135-151 Ranking Only 

Bright 16 111-130 Bright 19 

Average 37 90-109 Average 121 

Dull Normal 110 61-89 Dull 39 

Defective 12 52-60 Defective 1 



Total 180 52-151 Total 180 

The teacher's ranking, "J)right," includes both the Ijright 
and very bright of the test classification. "Average" in the 
teacher's ranking includes the dull normal of the test classifica- 
tion. "Dull" in the teacher's ranking means very low grade of 
intelligence. "Defective" in the teacher's ranking means an 
imbecile. 



CASE HISTORIES 

For every boy in Public School 120, a "case history" is kept 
on file. The method used has been somewhat modified during the 
past year in consequence of the careful study of school and home 
conditions and also because of the fact that the filling of all 
vacancies in the teaching staff made accurate records possible. 
The method of preserving case histories includes: 

1. An envelope for each bc\v in which can be placed all 
material regarding each b()\- desiral)le for preservation in its 
original form. 



183 



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184 



2. A printed form pasted on the outside of the envelope. An 
illustration of the printed form follows : 

Name Born 

Residence 

Father's name Mother's name 

[Child 

Place of birth ^ Father 

f Mother 

Religion Under religious instruction 

Home conditions 



Outside influences and habits. 



Special aptitude 

Charged with 

Date of admission Date begin this record 

Grade when entered Grade begin this record 

Class standing 

Time retarded on entering Time retarded begin this record. 

Record of scientific tests I. Q 



Children's Court record, date and facts 

Date and facts 

Date and facts 

Date and facts 

Discharged to Date . 

Readmitted from Date . 

Final discharge Date . 

Record in P. S. 120, Probationary 



By means of these case histories, the studies and experiments 
to be conducted and reported next year can be checked up by 
comparison with the conditions revealed by the grade and in- 
telligence survey made during the past year. 

HOME MECHANICS AND SANITARY ENGINEERS 

Two very important additions to the occupations of the boys 
were provided by the introduction of home mechanics and house- 
cleaning. The primary reason for the introduction of these occu- 



185 

pations lay in the desperate need of the school for small repairs 
and slight alterations and for better janitorial service. Consulta- 
tion with some of the teachers brought out the thought that teach- 
ing the boys to make such repairs would not only make them 
helpful to the school, but teach them how to be similarly helpful 
in their homes, in offices, or other places apt to indicate their 
"first jobs" when they go to work. The idea was tried out ex- 
perimentally and successfully, and will provide two of the regular 
occupations of the boys hereafter. 

Under the direction of one of the teachers, assisted occa- 
sionally by two or three other teachers, the younger boys, in 
selected groups, entered the building daily, a half hour before 
assembly time and went from classroom to classroom, taking 
care of blackboards, papers, ink, etc. The criticisms of these 
"Sanitary Engineers" brought about some needed reforms. Their 
work will be extended next year to include everything required 
for the preparation of a classroom or an office for a day's work. 

The work in "Home Mechanics" was carried on by older boys 
under the general direction of the shopwork teacher. It will be 
continued as a separate occupation next year and will include 
teaching the boys how to make repairs they state as needed in 
their own homes. 

The amount of money saved to the city by this work during 
1920-1921 cannot be less than $1,000. No record of many small 
items was kept, such as doorknobs, window shades, or of the 
chair mending, bookstands for classrooms, etc., The work done 
by pupils under instruction in "Home Mechanics" includes : 

Estimated 
Cost 

1. Partition in clerk's office: boards, joist frame, door, 
hardware, locks $48.00 

2. Stereopticon lantern stand 10.00 

3. Partition in disused room, making space for teachers' 
lunchroom and small private office for principal : framed 
of 2" X 4" joist, spaced and braced, covered with wall 
board, broken with molding strips ; two coats of paint, 
locks, etc 110.00 



186 




187 

Estimated 
Cost 
4. Partition to provide space for printing room: 30 x 13 
ft., 2" X 4" joist, bracing, wall board, wainscoting 3 ft. 

high, door and door casing, hardware, locks $160.00 

Closets for teachers' wraps 60.00 

Wooden bottoms in teachers' chairs 1.50 

Repairing and placing assembly seats 3.00 

Repairing lunchroom benches : legs, back braces, cross 

cleats 2.25 

Removing and repairing seats so as to provide emer- 
gency sittings 5.00 

Removing and placing seats and desks to provide emer- 
gency sittings 2.50 

Paintings and renovating walls, room 206 12.00 

Repairing, varnishing tables 8.00 

Repairing, varnishing teacher's desk in printing room . . 3.50 
Pipe guard rail around printing press 4.00 

Total $429.75 

Shop supplies were used for some of the smaller items, but 
not to any great extent. Most of the repairs, all of those included 
in the first four items mentioned, were provided for by means 
of a fund raised by means of contributions and entertainments. 

PRINTING ROOM 

After years of vain appeal for a printing press for P. S. 120, 
one was at last found unused in P. S. 109, Manhattan. Permis- 
sion to take it was obtained, but no money was obtainable to pay 
for its removal and installation, and it seemed as if we must wait 
another year's budget. The necessary funds were raised privately 
by subscription among friends and ourselves, even the press re- 
moval company themselves contributing, and the boys did all the 
work. 

A teacher of long experience in teaching printing in a chil- 
dren's aid school was induced to come to P. S. 120, and the in- 
struction in printing has moved forward rapidly and successfully. 
All the forms and cards usefl in the school, the invitations and 



188 




189 

programs for the closing exercises in two schools, the forms and 
reports requested by Dr. O'Shea for consideration in connection 
with the special committee on rating teachers, and a number of 
other small jobs for schools or associations have been done 
speedily and creditably. 

Up to date there has not been one cent for cost of installation, 
equipment, or stock borne by the city, but it is not fair to ask the 
school to continue to raise funds to such a large amount as has 
been needed. Ultimately we shall be able to make the press self- 
supporting, but before that can be done the many deficiencies in 
type and equipment must be met and electric power connection 
must be made. 

DRIVES FOR RELIEF FUNDS AND OUTSIDE ACTIVITIES 

Summarized, the activities and amounts to be noted under 
this heading are as follows (216 boys and 16 teachers in the 
school) : 

Junior Red Cross, 100 per cent enrollment. 

Wounded marines in naval hospital, Brooklyn, 200 boxes of 
cigarettes. 

Hoover fund, twenty-five dollars. 

Irish relief fund, fifty-five doUars. 

Rebuilding school in France, fifteen dollars. 

Salvation Army, twenty-five dollars. 

School Garden Association, every class a member. 

Julia Richman athletic league. 

Fund for shoes, neckties, free lunches, medical care, special 
needs. 

SCHOOL LUNCH SERVICE 

The food which is served in this school is prepared and cooked 
in the central kitchen in P. S. 98. It is brought in special cans 
and containers so arranged as to keep the hot dishes at a proper 
temperature. The food is wholesome and good. The menu is 
changed often enough to provide and suit the various tastes of 
the individuals. 



190 







o S 



191 

The popularity of the school lunch here is shown by the 
amount of money taken in each clay, and by the fact that at least 
90 per cent of the boys buy the lunch. 

We are handicapped, however, in our lunchroom because of 
the lack of sufficient funds. The tables and benches are not what 
we desire. The aprons, gloves and caps for the boys who are 
servers are lacking and there are no table covers. These things 
should be in better condition. Otherwise the boys cannot be in- 
structed thoroughly in good table manners and correct food habits. 

The boys are not allowed to go out at noontime for several 
reasons : 

1. Lack of proper lunch time care in their own homes. 

2. Distances too great. 

3. Advisability of keeping boys continuously under our own super- 

vision throughout the day. 

4. Prevention of half-day absences. 

5. Use of noontime for supervised recreation and habit training 

through games. 

ENTRANCE CLASS 

All newcomers, regardless of grade, are placed in the en- 
trance class. The teacher of this class makes a special study of 
each boy to discover his peculiar difficulties, aptitudes and home 
conditions, and tries to accustom the boy to his new surround- 
ings and a new start before he is assigned to any regular work 
of the school. The teacher of the entrance class has one of the 
most responsible and difficult positions in a probationary school, 
and in the future will be asked to add to the study of each boy 
intelligence tests, similar to the survey made of 180 boys in the 
past year, thus providing a scientific justification for the re- 
classification and re-grading so often found necessary. 

SPEECH CORRECTION 

The discovery was made during the year that an unusual 
number of boys had speech defects, several boys having become 
truant and bad tempered in consequence of laughter and ill treat- 
ment received from their companions in other schools and in the 
streets. 



192 




Q 
< > 



pc! 






193 



TYPICAL INSTANCES 

No. 1 

Pupil of several years ago, did much knitting for army when 
we were doing war work. Worked nights, used to hide in room 
to sleep at noon. Dishonest, stole varying sums from two teach- 
ers. Left to go to work. Returned recently and refunded all 
stolen money ; said he could not rest with conscience troubled 
for wrong-doing to teachers who had set him straight. Now in 
position of trust and also of responsibility for other boys. Teach- 
ers put refunded money into Salvation Army Drive and into 
school fund. 

No. 2 

Truant, defiant, disobedient, impudent, quick-tempered, con- 
sidered hopeless even by previous teachers in Public School 120. 
Last teacher treated him as pal, ate lunch with him, talked about 
his own outside interests, set boy talking and thinking about his 
own aims. Never again played truant, occasionally over-familiar, 
but never impudent again. Now regularly employed and helps 
control younger brother also in Public School 120. 

No. 3. 

William D. , a chronic truant and gangster who has 

spent three terms in a 6A grade. When first entered in the school 
could not be induced to come of his own free will. Brought to 
school by larger boys or by the truant officer. Resented all 
authority and tried to use his "gang" methods and manners in 
the classroom. 

Seemingly at times a hard and thankless task. Would seem 
to respond and then entirely get back to his old defiant attitude. 
Truant gradually less and less often, and during last term but 
once. His honest confession of the reason for his absence, "on 
the hook." His violent temper much more controlled. Helps 
now where at one time a great hindrance. His active interest in 
games and their influence toward "playing the game" have re- 
sulted in a more clearly defined conception of what is fair and 
clean in sport. 

Patience and a show of kindly afifection for Willie have helped 
to bring him to a better understanding of himself. 

No. 4. 

Admitted younger than most boys taken in Public School 120 
— nine years old. Even then had never had a good mark in school. 
Passionate, self-willed. When crossed in the slightest way, often 
when merely spoken to kindly, he would fight like a wild animal, 



194 

kicking, scratching, biting, using the most indecent language, 
running madly and uncontrolably up and down stairs, screaming 
loud and awful noises. Disgusting personal appearance. Con- 
sidered crazy even by his own brother. Twice worked himself 
up so violently that he finally became unconscious. Took main 
strength of two men to hold him back from inflicting serious in- 
jury on some one, indifferent as to whom. 

His conduct is marked A. He is a trusted helper at the lunch 
counter, as monitor in many places, and an ofificer in the school 
battalion. The teacher who brought about this reform is the 
most wonderful genius in winning delinquent boys I have ever 
known, but this case is an extraordinary success even for hei. 
Her own account follows : 

"I realized A. was an exceptional case and I would have to 
be very patient and kind in trying to gain his confidence. Not 
being easily discouraged, I began by giving him a seat close to 
my desk and never noticed him when he would not respond to 
my orders or remarks. 

"He would fold papers, draw and look at the pictures in his 
reader, but he did not seem interested in any one thing. I 
coaxed him to arrange my sets of arithmetic cards, add up my 
attendance, tabulate results of reviews, arrange my closets and 
desk, care for my plants. 

"The principal reason for my putting him in charge of my 
closets and desk was that he would come in contact with inter- 
esting books that I purposely placed there in the hope that the 
books would attract him. The method proved successful for 
he began to read and talk about the books. I was so delighted 
to have him cultivate a taste for reading that I went out of my 
way to secure interesting and instructive books for him, I made 
it a point to reward him for every lesson well done by permitting 
him to take a book home. He began to give me his confidence 
and I soon learned to know the boy better and found him to be 
a very affectionate child. 

"A. was in my class four terms in succession and a very 
friendly and respectful relationship sprung up between teacher 
and pupil. He became an A pupil and was never a truant dur- 
ing the time I was his teacher. I made him feel I wotild never 
consider him a friend of mine unless he would 'make good' with 
the other teachers. He promised to do this and has kept his word." 



195 . 
ADVANCE STEPS 

ATHLETICS AND PHYSICAL TRAINING 

The boys of P. S. 120 would tell you that it was a great day 
for P. S. 120 when a "gym" teacher came to the school. The 
former excellence of the work in physical training was regained, 
and the high standing of the school in athletic events which was 
lost in consequence of the departure of our men teachers during 
the war, seem sure of attainment again. 

The following list states briefly the activities conducted for 
the purpose of physical training during 1920-1921 : 

1. Contestants in all districts meet : The school rose from 
tenth to third place. 

2. School field day in Seward Park. 

3. "World" field day in Goodhue home grounds, Staten 
Island: 127 boys. 

4. Trip to Zoological and Botanical Gardens, Bronx Park : 
100 boys. 

5. Boat "Correction," trip around city : 21 youngest boys 
with two women teachers. 

6. Coney Island and an ocean bath : 104 boys. 

7. Daily drills in posture, in class athletics, in mimetic exer- 
cises : one-third of the school at a time working together. 

8. Special drills for boys exhibiting or desiring to attain pro- 
ficiency in athletics, as : A. S. shot put ; S. E. high 

jump. 

OUR BATTALION 

The School Battalion has been reorganized and now has four 
companies, fully officered by boy officers and drilled twice a week. 
In the "battalion drills," as they are known, the chief points 
drilled in the three months since the drills began were company 
formation, posture and marching maneuvers. These exercises 
are of incalculable benefit to our boys — posture, discipline, train 
work, responsibility, initiative, all coming into recognition and 
training with the good will of the boys themselves. 



196 




197 




198 



rr.ANT AND ANIMAL LIFE 

Nature study is not included in the P. S. 120 schedule as a 
separate subject of study in order to find time for additional shop 
and manual occupation, but every class is a member of the School 
(larden Association, and plants are i^rown in boxes and pots in 
classrooms and b\- hoys at home. The school always shares in 
the annual ])lant exhibit, two teachers ^e^iving considerable outside 
time to helpinfi; boys prepare for it. In the 1921 exhibit, a city- 
wide contest held in the Sixty-ninth Ret^iment Armory, special 
honorable mention for an exhibit of geraniums was won by a 6A 
class in P. S. 120. 

BL'SINE.S.S TRAIN I N(; 

This is a special course of study which has long been in use 
in the school, having been instituted in 1906. It aims to fit boys 
for tiieir "first jobs" in offices and stores. Picture No. 12 shows 
one of the most important items included in our course in busi- 
ness training — learning to use the telephone and the telei)hone 
directory. The use of the telephone directory is very difficult to 
teach, and so are ])roper telephone habits. Yet many boys and 
girls are required to use both and blamed for their errors when 
neither school nor employer ever taught tlieni. 

1'he course also includes mailing letters, including post office 
"drops," filling money orders and bank dei)osit slips, sending tele- 
grams, registered letters, express packages, etc., use of street car 
lines, railroads, etc. The work is very poi)ular with the boys. 

roSTKU AND SIGN LETTERING 

This subject is also \ery po])ular with the boys. It includes 
all forms of lettering for signs and ]iosters and a considerable 
amount of drawing and of co])ying pictures. It is taught, not so 
much from the j^oint of view of artistic training, although that 
enters into the teaching, as from the point of view of its relation 
to business, industry and advertising. School mottoes, slogans, 
catch words for stimulating interest in s(Mne plan or occupation, 
program covers, are also among the results of the designing 



199 




200 




201 

and lettering- taught in this course. Many boys, sons of neigh- 
borhood dealers or peddlers, have done, in school, under instruc- 
tion in this course, the lettering of placards and signs demanded 
by their fathers' business. The work is done chiefly by sixth, 
seventh and eighth year boys. 

SPECIAL ACHIEVEMENTS IN ACADEMIC WORK 

The year has been marked by great advance in certain forms 
of academic work, or more correctly speaking, work done in 
relation to the subjects of the regular school course of study. ' 

A. COMPOSITION 

Special attention was paid to this subject because the vast 
majority of our boys come from non-English speaking homes. 
Every class was provided with a text-book of exercises in lan- 
guage and composition ; there was frequent inspection by the 
principal of the work done in each class, and one teacher was 
placed in charge of the work in composition in the sixth, seventh, 
and eighth years. The school shared in two city-wide contests 
in composition and won the district award for the best eighth 
year composition on Peter Cooper, and the district awards for 
Grades 7 A, 7B, 8A, 8B, best compositions on Fire Prevention. 

We are now seeking to find a way to make the really fine 
results in written composition carry over into the boys' daily 
language and off-hand work done in connection with other sub- 
jects. 

B. SPELLING AND FUNDAMENTAL OPERATIONS IN ARITHMETIC 

Both of these have been made the subject of daily drills, 
aiming for accuracy. Every class, including the eighth year, was 
required to have daily exercise in rapid calculation, especially 
column addition, and drills in the four fundamental operations. 
The final tests at the end of the term showed marked improve- 
ment over previous terms. We were led to undertake this work 
by the discovery of the careless, slack habits among the boys, 
the great degree of inaccuracy, especially in addition, and the 
many failures in arithmetic due to such inaccuracy. The removal 



202 



of such habits even in academic subjects has a close relationship 
to the reform of the delinquent boy. 

In spelling" we used the Ayres graded list of words com- 
monly misspelled in addition to the regular spelling lists of new 
words taught by the teacher. A great impetus was given to 
the study of spelling when the printing press came. 

V. THE MOST PRESSING NEED A NEW BUILDING ! 



probationary school 61, brooklyn 
Lucille H. Nicol, Teacher-in-Charge 

Public School 61, Brooklyn, was organized as a Probationary 
School January, 1914. It cares for a little more than three hun- 
dred boys on an average each term. 

Problem of Changes. — The problem of the changes in the 
school is a difficult one, as boys are constantly admitted and dis- 
charged. Public School 61 takes boys from practically the entire 
borough of Brooklyn. It has received boys from eighty-one 
schools. 

A study of the causes of discharge and the percentage who leave 
for each cau^e is shown in the following graph : 




Note. — Those under "return to school" include seven who 
entered high school this term. While those sent to institutions 
make 7 per cent, of our discharges, they make only 3 per cent, of 
the boys sent here. 



203 



A study of the causes for which the boys were sent here during 
the past year shows the following: 





LACK 

OP 

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CONTROL 


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Note. — These causes bring about the large percentage of 
Juvenile Delinquency. The cases marked "truancy" or "incorrigi- 
bility" are only those not due to lack of co-operation on the part 
of parents, but where all efforts have failed to make any impres- 
sion. 



204 



NATIONALITIES REPRESENTED 

These causes may be due to the fact that a large percentage of 
the boys who are sent here have parents who are foreign born. A 
survey of the school this year reveals the following condition : 




A. Russian B. Italian C. Colored D. American E. German F. Irish 
55% 31% 4.6% 4.1% 2.9% 2.4% 



205 



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A study of the businesses in which the boys are employed is 
shown. The shaded Hues represent things in which the boys re- 
ceived initial training here through Business Methods, Printing, 
the Shops, the Canteen, and Drawing Room. 



206 



FOLLOW UP 

Wc have tried to follow the cases of the boys who have left 
the school. The records in over six liundred cases sliow the 
following" facts : 

During" the war we had thirty-six bo\s in the army or navy. 
One served as private in the Italian army. We now have twenty- 
one in either the army or navy. 

We have had forty-six graduates from Public School 61. Of 
these twenty-foiu" entered junior high, vocational or high school. 
Twelve are still there, the others having left to go to business. 
Many of our graduates attend evening high schools. 

Of the 158 returned to school eleven have been sent back- 
to us. In luost of these eleven cases the boys were either so 
l)ig that they were ashamed to be with the boys of the same 
grade, or the lack of proper e(|uipnient for the special training" 
of these boys made it im])ossil)le for them to be treated in a 
regular school. 

The records of the boys who went to work either by obtaining" 
labor certificates or because they were over sixteen show the 
following" occupations : 

Six boys are in business for ibemselves. 

1 sells candy on conimission. 

2 have news-stands. 
1 is an electrician. 

1 is a contractor for pants, vests, etc. 
1 repairs antes. 

We have one who is a telegraph operator. He has taken 
several tests and has maintained a high average. Two boys have 
taken up wireless, one is an electrician who went to evening high 
school. He is interested in Chemistry and is now trying" to 
get his Regents' counts. He plans to become a doctor. 

PIIYSIC.\L DEFECTS 

Most of our boys show some physical defect. Through the 
cooperation with the nurse and doctfjr a large percentage are 
under treatment. 



207 



MORNING INSPECTION 

The thorough inorning inspection has greatly improved the 
personal habits of the boys. Many of the classes have maintained 
a very high average. The hygiene lessons have also been with 
the purpose of instilling habits of cleanliness, bathing, proper 
food, proper sleeping, etc. 

CANTEEN 

The canteen is managed by the boys. The boys prepare the 
food and sell it. It is run on shares. The menu changes daily. 
More milk has been sold this year than ever before. 

In addition sandwiches, salads, frankfurters, spaghetti, milk 
crackers, fruits, simple desserts are sold. The amount taken daily 
varies from five to eight dollars. Dividends are declared at the 
end of each term. The boys keep their own expense accounts 
and this gives valuable business training. 

SCHOOL BANK 

Organized December 7, 1916. 

Number of accounts at opening 24 

Deposits $4.02 

Total received to date 718.43 

Number of accounts handled since organized 246 

Number of active accounts 137 

More boys have had their accounts transferred to the East 
New York Savings Bank than ever before. This means a total 
saving of five dollars. This is added to dollar by dollar, the 
money being deposited in the school bank and added whenever a 
dollar has been saved. The boys take entire charge and all the 
materials are printed here. 

GARDEN 

The school garden on a vacant lot next to the school yielded 
a good crop last year. We have planted this spring : beans, ra- 
dishes, beets, swisschard, lettuce, radishes, carrots and tomatoes. 
The garden will be kept up during the summer. 

Prizes are given annually by the International Sunshine So- 
ciety. 



208 




209 

One hundred and fifty bulbs were planted on the school lawn. 
Daffodils and tulips were in bloom this spring. 

WORK SHOP 

The work shop has been a very busy place. Many of the 
boys made special things for themselves or their homes. One 
boy made an electric lamp which he wired and presented to his 
mother. Another made a large pigeon coop. 

The boys have made a number of costumes, book racks, tabour- 
ettes, tables, toys, baskets, lamps, footstools, picture frames, desk, 
bookcase, small table stands, clothes driers, sleeve boards, shoe 
boxes, medicine cabinets, towel racks, knife and fork boxes, etc. 

The boys laid the floor in the print shop. They made wooden 
.scrap baskets for every room, shoe boxes for each class, mended 
chairs, etc. In all 546 finished pieces of work have been done 
during the last term. 

PRINT SHOP 

The boys turned an old, apparently useless room into a print 
shop. It had a cement floor. They laid a splendid wooden floor 
and painted the entire shop. By means of selling some of the 
things made in the school for which we furnished the materials, 
and through the assistance of some friends of the school, money 
was raised to move the press and equipment from Public School 
23, Brooklyn, to PubHc School 61. The boys are proud indeed 
of the print shop. Since the installment of the new press in 
December we had turned out 102 jobs. These include pamphlets, 
programs, circulars, cards and school records. 

NOVELTY SHOP 

In the novelty shop the boys have made desk blotters, writing 
tablets, writing pads, handkerchief boxes, card cases, telephone 
book covers, raffia baskets, coat hangers, reed baskets, flower 
holders, trays, whiskbroom holders, rattles, bead necklaces, table 
mats, sets of box furniture, brushes, rugs, brass book-ends, letter- 
racks and monogramed blotter corners. 



210 

In addition to the regular work 138 special orders have been 
filled. 

In the drawing room particular stress has been placed upon 
design and sign painting. Great originality has been developed 
in design. Designs have been made for and applied to cracker 
and cake boxes, tea stands, brass and copper book ends, oil cloth 
doilies, and bead chains made of permodello. These were espe- 
cially artistic. The boys in the drawing room have provided all 
signs and charts, for the school as well as filling orders for 
signs, etc., for clubs and churches. They also have made and 
designed 250 place cards. 

PHYSICAL TRAINING 

The boys of the school have gained over on an average two 
and one-quarter inches in height, and three and one-fifth pounds 
in weight. The work in hygiene, the canteen and the physical 
training has helped to improve the boys physically. 

The moral instruction the boys receive in the game has shown 
gratifying results. The boys have learned to play more honestly, 
they no longer try to monopolize the playing, they have learned 
to subordinate their own wishes to the welfare of the team or 
side. 

Posture has shown a marked improvement and the response 
learned in physical training has helped with our discipline. 

BUSINES-S METHODS 

Business methods are used to supplement arithmetic and Eng- 
lish. The work is designed to prepare boys for business life. 
It includes sign printing, the writing of business forms and letters. 

The boys receive, check, and distribute supplies and deliver 
orders. The bank and canteen add to the practicability of the 
course. 

In English we have stressed particularly the writing of letters. 
A great improvement has been made. We have tried also to 
correct the common errors in English. We have been successful 



211 




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212 

in doing this by introducing games. One of the boys won the 
medal for his composition on "Alexander Hamilton," given by 
the Daughters of the Revolution. 

Spelling, dictation and reading have been given special atten- 
tion. Many of our boys have been induced to join libraries by 
means of talks on various books. 

The history and civics work has been made specially inter- 
esting by means of the radiopticon and the use of current events. 
The boys have been asked to bring in and discuss topics of 
interest in the newspapers. The request for clippings met with 
enthusiastic results. This has made the boys keep abreast of 
the times. 

Civics has been used for Americanization. Debates have 
added to the interest in this. 

GEOGRAPHY 

Geography has been taught along the same general lines as 
history. The boys have shown; great interest in geography. 

ARITHMETIC 

The need for drill and tables is always evident here. Interest 
has been stimulated by means of matches, by relay races, by 
having certain weeks designated "Long Division Week," "Rapid 
Addition Week," etc. 

VISITING TEACHER 

The Alliance of Women's Clubs of Brooklyn furnished a 
visiting teacher again. She did much constructive work advising 
the parents not only about the boys, but about other members 
of the family, visiting sick parents and boys, providing help 
(clothes and food) where needed. She helped to establish a rela- 
tion between the school and the home which has been very helpful. 

DRIVES 

The boys have responded generously to drives. 

In the Hoover drive, the Irish drive, the drive for the Restora- 
tion of the Schools of France, the Salvation Army drive, the 



213 

boys contributed $107.45. That means an average of eighteen 
cents per boy. 

In the Salvation Army drive the Gem Fountain Baking Com- 
pany contributed four hundred doughnuts which we sold on Sal- 
vation Army day in the canteen, clearing $10.56 toward the drive. 

SUGGESTIONS 

The purchase of the vacant property adjoining the school which 
we now use as a garden would be of great value. 

A portable building would be useful in the meantime. 

The size of the building is a handicap. As this is the only 
Probationary School in Brooklyn there is always a long waiting 
list. If a larger building were available or additional space could 
be obtained many more boys could be accommodated. This would 
relieve the Parental School and the reformatory institutions and 
save money for the city. The per capita cost in the Probationary 
School is necessarily much smaller than in institutions ; as the 
cost of maintenance is not included. 

More money is needed for supplies. 

A study of the boys by a trained psychologist would be very 
helpful. This request has been made before. I trust next year 
something may be done along this line. 



214 

PROBATIONARY SCHOOL Z7 

Hazen Chatfield, Teacher-in-Charge 

The organization of Public School }>7 is as follows : 

Reg. ANNEX, s. p. c. c. 

[SB 2 Class Reg. 

i 8A 6 El— Boys 40 

[7B * 9 E2— Boys 28 

j 7B 9 E3— Girls 24 

\1K 8 E4— Girls 16 

6B 18 Kindergarten 15 

6A 24 

SB 19 123 

5A 20 

4B 6 Total school register 311 

4A 7 

3B 1 

3A 11 

Ungr. 1 16 

Ungr. 2 16 

Ungr. 3 16 

188 

THE ANNEX 

The children listed in the Annex are shelter and welfare cases 
remanded to the New York Society for the Prevention of Cruelty 
to Children and cared for by it until the Children's Court has 
made final disposition of them. The present accommodations are 
located in the House of Mercy, just north of Dyckman Street, at 
214th Street and Bolton Road. A new building to be known 
as the Children's Building is in process of erection on Fifth 
Avenue at lOvM Street. Its completion has been promised for 
September, 1922. Its capacity will be nearly double that of the 
present quarters. 

PURPOSE 

The purpose of the Probationary School is to accommodate 
all truants and delinquents recommended by principals of neigh- 
boring schools as not sustaining themselves in regular classes, 
and to place under observation all children who by reason of 



215 

physical or mental deficiency are showing" marked retardation in 
school work beyond the hope of remedy in regular classes. It is 
from the latter group that the ungraded classes were originally 
formed and are at present recruited. It is believed that classes 
with smaller registers — our maximum is twenty — concentrating 
on arithmetic and English and offering a prospect of rapid pro- 
motion for boys who have native ability, will do much to over- 
come irregular attendance and dislike of school work. 

MANUAL WORK 

All boys in the classes in the main building are given special 
advantages in the way of shop work and manual training in order 
to develop whatever skill they may possess, provide an outlet 
for their motor activities, and encourage them to regular attend- 
ance. The ungraded classes receive one hour of shop instruction 
daily, graded according to their several ages and abilities, and 
ranging from paper cutting, picture mounting, cord and raffia 
work to bench work with tools. They made a fine lot of food 
charts, geography and history albums and toys for Red Cross 
Christmas distribution. 

Boys in the lower elementary grades, from 3A to 5A receive 
one hour daily of manual instruction along similar lines with the 
addition of simple book-binding, lettering and crepe paper decora- 
tions. Some boys reproduced and colored series of health charts 
used in connection with posture in physical training and cleanli- 
ness in personal hygiene. The three principal shops, however, 
are on a pre-vocational basis and the work is taught by men with 
trade experience. Boys assigned to these) shops receive not less 
than one and one-half hours of instruction daily. The printing 
shop, in addition to numerous lesson sheets, school forms, etc.. 
composed and printed a school paper which was commended for 
its excellence. The sheet metal shop has made quantities of home 
utensils — cups, biscuit-cutters, trays, dust-pans, sprinkling pots, 
etc., for the most part from salvaged material, picked up by the 
boys on their way to school. 

The manual rooms have been equipped with fire-proof con- 
tainers for inflammable materials and the office has been equipped 



216 

with a fine set of metal filing boxes. Many of the boys have made 
remarkably fine toys — motor-boats, steam engines, fans, etc. One 
boy developed skill so rapidly that he was transferred to the ma- 
chine shop of Public School 64 where he sustained himself with 
credit. Others were able to hold good jobs in electrical works, 
fire extinguisher factories; and garages. 

The woodworking- shop, following suggestions from the Bu- 
reau of Vocational Activities, made a fine lot of Christmas toys, 
doll furniture, which were sold at a profit after paying for paint 
and wood. It also turned out a number of sail-boat models, and 
several concrete window-boxes and flower-pots. This shop has 
also been called upon to do considerable renovating and general 
repair work. Its boys removed the partition between two small 
classrooms to make a larger classroom for ungraded boys. They 
also removed the wood work in a toilet which has been converted 
into a shower bath room. They have made bulletin boards, 
shelves, repaired floors, seats, maps, etc. 

TYPEWRITING 

One room devoted almost entirely to the work of written 
luiglish contains ten typewriters. The boys reporting to this 
room receive at least thirty minutes per day at the machines. 
The improvement they have made is astonishing. Formerly a 
50-word composition was an efifort. Now they write letters easily 
and well, free for the most part from formal errors of spelling, 
capitalization, punctuation and irregular margining. A premium 
is placed upon the preparation of work at home and the use 
of the machines has made the boys self-critical. They can find 
and correct their own mistakes. 

Our lunch service was operated in conjunction with the man- 
ager of school lunches, who used our plant as a central kitchen. 
That department purchased and prepared the food while our 
teachers supervised the meals, watched over school property, and 
made the necessary collections and accounting. 

The school shower room is still in the hands of the contractor, 
but it will be completed for use this fall. 



217 



HEALTH 



Throughout the year emphasis has been placed upon the physi- 
cal rehabilitation of the boys in order that no one might make a 
temporary indisposition an excuse for prolonged absence. The 
eye clinic at Public School 30 has given treatments for the cure of 
trachoma, made refraction tests, and aided us in fitting boys with 
much-needed glasses. The dental clinics have been in constant 
demand for the relief of dental cares and the removal of aching 
teeth. The East Side Y. M. C. A. has permitted the use of its 
showers and swimming pool and enabled us to guard against 
contagious skin disease as well as to establish standards of 
personal cleanliness so necessary to continued good health. 

RECOMMENDATIONS 

The school is greatly in need of a suitable gymnasium. The 
ground floor contains 14 pillars or columns which not only in- 
crease the difficulty of providing systematic instruction, but con- 
stitutC' a real danger during organized games and free play, as 
numerous painful bruises sustained by the boys will testify. The 
room is dark and protecting screens make it difficult to open 
windows to secure proper ventilation. High school classes travel- 
ing on a different time schedule at times render the yard so noisy 
that no instruction can be carried on. 

If the high school demands for quarters can be so lessened 
that the top floor can be released for our use, their study hall, 
which is unusually well-lighted and ventilated, could easily be 
converted into a model gym by the removal of the old principal's 
desk and platform, the sliding-door partitions. It would then 
be possible to install some of the apparatus recommended by 
physical training specialists as desirable for individual work. 

The school needs a suitable auditorium. The present method 
of carrying up lunch chairs twice a week and restoring them 
again to racks in the playground involves too much time and 
labor. There is also the possibility of serious accident. A boy 
carrying a chair may stumble on the way down and sustain an 
injury. 



218 

The second floor of four rooms is dark and dingy. Though 
it is in constant use it is not suited to classroom work. If all 
sliding doors, etc., were removed and it were provided with 250 
permanent seats it would be available not only for regular assem- 
bly work but the special assemblies, so much a feature of modern 
school work, could be arranged for without difificulty. Moreover, 
the high school students could have access to it. The moving 
picture machine provided by the Lecture Bureau could be better 
installed in this part of the building, and at a smaller expense 
for darkening the rooms. It could also be used at night by the 
Park Community Council and similar bodies without giving the 
members free access to the other rooms of the building. 

Any substantial reduction in the high school population should 
be followed by a withdrawal from the best lighted rooms of the 
old wing of the building. Classroom instruction in the Proba- 
tionary School is carried on under great handicaps at present. 
Dark rooms and dingy interiors are poor surroundings in which 
to propagate sweetness and light and the joy of living. 

The Board of Health should be urged to establish a dental 
clinic here as soon as suitable quarters can be found for it. 

Some modification of the rules governing the number of 
classes in a school organization should be made to allow shop 
teachers to appear on monthly reports and payrolls as official 
teachers of classes. In other words, it should be possible to 
work out some authorization for an increase in classes that will 
not entail the right to additional appointments. 

There is need of some official ruling concerning the basis 
of transfer from regular schools to probationary schools. Circu- 
lar information including this should be sent to all supervising 
officials and principals. 



219 

VISITING TEACHERS 
Andrew W. Edson, Associate Superintendent 
assignments 
The assignments of visiting teachers for the past year were 
as follows : 

Jessie L. Louderback to P. S. 20, 35, 61, 64, 91, Manhattan, having a 

registration of 12,400 pupils. 
Margaret A. McGroarty to P. S. 78, 103, 159, Manhattan, having a 

registration of 10,408 pupils. 
CorneHa L. Swinnerton to P. S. 3, 30, 43, The Bronx, having a regis- 
tration of 9,554 pupils. 
Rena Levy to P. S. 5, 32, 45, The Bronx, having a registration of 

10,000 pupils. 
Kathryne E. Manley to P. S. 109, 149, 165, 173, Brooklyn, having a 

registration of 14,000 pupils. 
Dorothy Brown Knote to P. S. Z2, 40, 60, 82, 124, 172, Brooklyn, hav- 
ing a registration of 7,600 pupils. 

Former teachers of German temporarily assigned as visiting 
teachers : 

Flora Goos to P. S. 18, 27, 59, 61, 73, Manhattan, having a registration 
of 12,481 pupils. 
^ PauHne G. Margolies to P. S. 30, 109, 121, 150, 151, 158, Manhattan, 

having a registration of 14,354 pupils. 
Emilie Nida to P. S. 9, 17, 54, 58, 69, 83, 87, 93, 94, 127, 141, 165, 179, 
Manhattan, having a registration of 19,765 pupils. 

SCOPE OF WORK 

The scope of the work of the visiting teachers covers a large 
variety of items, such as irregular attendance, lateness, poor 
scholarship, unfavorable home conditions, parental neglect, pov- 
erty, poor health, bad conduct, improper guardianship, pleasure- 
loving habits, illegal labor, foreign parentage, overage and re- 
tardation. 

HELPFUL AGENCIES 

The outside organizations that render valuable assistance to 
the visiting teachers in bringing about a closer cooperation be- 
tween the home and school are : Charity organizations, big sisters' 



220 

and big brothers' organizations, mothers' clubs, Society for Im- 
proving the Condition of the Poor, Society for the Prevention 
of Cruelty to Children, The Children's Court, The Child Labor 
Committee, Board of Health, church and settlement workers, 
hospital clinics, and various relief agencies. The visiting teachers 
keep in close touch with all these agencies and call upon them 
frequently to assist as the need can best be met. 

PLAN OF WORK 

The visiting teachers secure from the principals and class 
teachers each day the names and addresses of children whose 
parents are to be looked up. A careful record is made of the 
child's school record, health record, home conditions, personal 
history, out of school activity, special difficulties encountered, 
agencies interested, action taken and results secured, on a blank 
form prepared for the purpose, a copy of which is kept on file 
in the office of the principal, and a monthly summary of the 
work is sent to the District Superintendent and to the Associate 
Superintendent in charge. This summary is accompanied by 
a brief report on at least two interesting cases. 

INTERESTING CASES 

A few of the interesting cases reported by the visiting teachers 
indicate in a clear way the value of the work. These cases could 
be increased a hundred fold did space permit : 

1. A case which is perhaps typical of what the visiting teacher can do 
for the school is Leonardo. More than a year ago Leonardo would stand 
in. the hall waiting to be seen by the principal, his huge blue eyes and blond, 
pinched little face a perfect masque of tragedy. If I spoke to him he 
would dodge and crouch on the floor like a terrified animal. It really 
shocked one. He had been a terrible problem for years, the assistant said. 
The principal had a mental test given him, and the psychologist reported 
that he showed concentration and ambition during the test and for the time 
being lost his feeling of inferiority and discouragement. During the test 
he wrote so hard that he completely destroyed three pencils ! He was 
pleased by the questions and the psychologist's serious absorption in him. 
His intelligence quotient was 89, only a little below normal. Later I told 
him that the psychologist complimented him and I asked why he got on so 
badly in school. He said, "I don't sit up straight; I answer back; I play. 



221 

She calls me a loafer ; I want to go to shop ; I want to go to shop." "But 
you are only in 3A and 13 years old," I said. I called at Leonardo's home, 
and to my surprise found the father, mother and older sister rather jolly 
and the home quite comfortable. They were mystified by Leonardo, but 
did not take him very seriously. They promised to take him to a clinic 
for nervous children, but didn't. Time went on and Leonardo got even 
worse in school. He got into white, insane rage at his teacher. There 
were various opinions about him: "Spoiled;" "Morally depraved;" "A 
thoroughly bad boy and anything you do will only spoil him more;" "No 
brains;" "Dangerous." After a long time I coaxed Leonardo to see the 
child specialist, and this doctor turned over two students to study his 
case. Leonardo improved just enough to enable the principal to promote 
him, but alas, during a short trial in shop some unfortunate incident oc- 
curred. However, in spite of himself Leonardo began to thaw and develop 
a quite charming smile, which he only allowed to show for a second. This 
kept on for several months. This March the principal told me, "Leonardo 
is no longer a problem; he has actually been promoted and I've given him 
several periods of shop." 

ANOTHER CASE 

2. In April Joseph (8B) told his parents he "did not have to prepare 
any lessons at home." "He had to stay in the public library every evening 
until 10." His mother speaks English well, but is shy about it, so she did 
not come to see the teacher and principal to ascertain if this extraordinary 
statement really held water. When Joseph's report card had C's and D's 
on it last month, her husband suggested that it would be wise to go to 
school to have a talk with the teacher. In the meantime Joseph had be- 
come the poorest scholar in the graduating class. The visiting teacher was 
asked to see the parents and did not leave until the mother came back to 
school with her. A talk with Joseph, his teacher, his mother and the 
visiting teacher all together, about the exact hours, dates and obligations 
of school classes and school engagements, cleared the mother's mind and 
made Joseph realize that his lazy, deceitful ways must stop. The teacher 
tells me this week that his scholarship has decidedly improved. "You 
wouldn't believe how much." In June he graduated. 

3. Another case is Romana (8B), a girl with a step-mother; the father 
is ill; has a miserable twelve-dollar-a-week job. There are eight step and 
half brothers and sisters. To eke out a bare livelihood Romana and her 
mother work on beaded georgette waists until midnight. Romana has 
been unable to go to the library to study even the required five times a 
month. Her geography, English and arithmetic have suffered until there 
was the gravest danger of her not graduating. After making a thorough 
home investigation myself I secured financial aid from a charitable associa- 
tion for May and June. This enabled Romana to give up beading waists 

and have time for sleep and study, and in June she graduated. 



222 

4. In one school I had cases from every grade, from kindergarten 
through junior high. The first semester I had a large number of cases 
from the 8B class that were in danger of not graduating. All graduated, 
except a few who were referred too late in the term, after I had re- 
arranged their home hygiene, method and schedule of home study and 
straightened out the relationship of the family to the child and to the 
school. A visiting teacher's position is so impersonal she can adjudicate 
misunderstandings between teacher and child, child and parent, or between 
the child and society. Parents, children and teachers always listen to 
one because of the impartial vantage ground that the visiting teacher 
occupies. Like all neutrals, the visiting teacher's neutrality has a slant 
which is in favor of the child. Among the younger children there were a 
great many cases of poverty and bad conditions which I worked very hard 
to remedy. I succeeded in getting the appropriate religious and social 
agencies enlisted to look after them, but did much of the social work 
myself. 

5. In another school, eleven boys and girls in 8B were referred to me 
because their lessons were so poor and their home conditions dubious. Be- 
cause these cases were referred to me in April, long enough before the end 
of the term to get results, every one of them graduated. 

6. A year ago a little 6-year-old girl in lA was referred to me by her 
teacher, who said she never saw such a peculiar, slow, heavy child. She 
simply could not count or learn to write. At home the father said, "Well, 
I suppose I must have some one in my family like my aunt's child!" The 
mother said, "She is very nervous always, pale, white, so scared she comes 
from school." But Grace told me she liked school. I concluded she was 
in the clutches of some nameless terror. I talked to the mother a long 
time about hygiene, diet, hours for going to bed, etc., and took her to a 
clinic for nervous children. Privately, I did not expect much improvement 
for years. So I was amazed the other day when this teacher said : "Oh, 
you never saw a child improve so much as Grace has since the time when 
you went to see her mother and explained how to treat her at home. I 
promoted her, and Miss G., the 2A teacher, says that she is getting on so 
fast she has been promoted twice since she was in my class, and she looks 
so much better." 

7. Edward, twelve years of age, in the fourth grade, had been a 
chronic truant for several terms. He was becoming a disturbing element 
in the class room. When he attended school he annoyed his teacher and 
neighboring pupils. I could get little cooperation from the home. Edward 
was the youngest of thirteen children, and was considered "bright" at 
home. He was petted a great deal and permitted to do much as he pleased. 
I spoke to the boy several times. One day I asked, "Edward, why don't 
you like to come to school?" and he replied, "What's the use, I can't read, 
and I don't know what the teacher is talking about. I would rather go on 



223 

the hook." I tried hira in reading. He was unable to read the first and 
second grade readers, stumbling over the simplest words. I asked for a 
mental examination. He was found to be a borderline case with a decided 
reading disability. He was placed in a special class. Edward hasn't missed 
a day in school since he entered the special class. He is learning how to 
read. He is very much interested in his school work, and he is happier. 

8. This suggested to me a means of helping other cases who had simi- 
lar difficulties. From the children referred to me I selected a group of 
forty in slow classes from the third and fifth grades in two different 
schools. The home of each child was visited. I arranged with Dr. 
Heckman of City College for psychological tests which were given to 
each child. Dr. Heckman also gave the group tests to 150 pupils. As a 
result of the individual tests we found, according to the Stanford-Binet 
intelligence tests, that 5 out of 40 measured up to average intelligence. The 
remaining 35 were classified as dull normals, borderline, and mental de- 
fectives. The Haggerty group tests showed : 150 pupils examined, from 
fourth and fifth grades, ages ranging from ten to fifteen years — 18 had I. Q.'s 
between 90 and 110, 39 had I. Q.'s between 80 and 90, 55 had I. Q.'s be- 
tween 70 and 80, 38 had I. Q.'s below 70. As a result of these tests two 
classes for the dull normal child with an adapted curriculum will be or- 
ganized. There is a large group of children for whom the curriculum is 
increasingly impossible as they go forward in the grades. Constant fail- 
ure, inattentiveness and most of all truancy is the result. We hope to 
shovy- that the school can do much if these pupils can be given an adapted 
curriculum. 

9. During the year I succeeded in getting a number of pupils examined 
by the Department of Ungraded Classes. So many pupils were passed 
upon that the school was obliged to form another class for mentally 
defective children. 

10. The work with the adolescent girl and boy in the sixth, seventh, 
eighth and ninth year classes were most important. I made every effort to 
give supervision to these children who are passing through a dangerous 
age. A little advice, friendly talks, and home visiting solves many prob- 
lems. 

11. I assisted in the "stay-in-school drive." All pupils who graduated 
in January and signed to go to work or to remain at home were inter- 
viewed. Many homes were visited. I was able to persuade a number of 
children to register for high school and sent others to the trade schools. 
Pupils who applied for employment certificates, and who in the opinion of 
the assistants should be kept in school were referred to me. Individual 
talks and home visits kept pupils in school who would otherwise have 
sought employment. The New York Child Labor assisted with scholar- 
ships. The Henry Street Settlement and Vocational Guidance Committee, 



224 

tlunigh opposed to taking cliildrcn from the BrcMix, helped in giving voca- 
tional guidance to special pupils. I referred to them. 

12. In a nearby school, a boy in an 8B class applied for his employ- 
ment certificate because he found it impossible to remain in school and 
graduate unless he could earn a little money to help out the family. Here 
was a plan to help both boys. I asked Tony if he v^^ould be willing to 
iielp a little boy with his arithmetic and grammar about one hour each 
day after school and earn $3 a week. Tony was delighted with the plan. 
.^rthur's mother was well able to pay the $3 a week, so Tony called at 
Arthur's home each day and helped him with his work. When the big 
boy came to Arthur's home, he was very attentive and anxious to learn. 
After three weeks we found Arthur much improved in arithmetic, from 
40 to 100 per cent. He was promoted at the end of the term, though he 
was regarded as a failure at the beginning. Tony remained in 8B and 
graduated. The $3 a week helped supply the family with "little things." 

13. Rebecca, twelve years old, in the 5B, "falls asleep in class; cannot 
do good work. She is an 'A' girl in conduct." The visitor made four 
visits during the day time and spent much time looking for the mother, 
who was reported by the neighbors "peddling candy around the school." 
Her efforts (Visiting Teacher) were unsuccessful, so a visit was made after 
8 in the evening. The mother and step-father were found at home and the 
child's absence at that hour of the night called to their attention. The 
mother said it was necessary for the child to peddle candy at night in 
order to clothe herself, as the step-father refused to contribute enough 
support for his two step-children. The older girl, who was out of school, 
had lost her position and the father resented having to meet this loss in 
wages. The mother seemed afraid of the man and was trying to conceal 
from him the cause of the visit. The Visiting Teacher made it plain to the 
father that before the law he had assumed the care and protection of this 
child when he had married her mother and explained to him that she 
would keep the child under her special protection and invoke the aid of 
the court if the child was not properly provided for and kept at home at 
night. The penalty of allowing the child to work was brought to his at- 
tention. The mother was invited to meet the Visiting Teacher in school 
next day so as to instruct her as to her rights. The mother called and the 
child since comes adequately clothed and in condition to do her work. The 
visitor has made it her business to call at the home in the evening to see 
if the child was there and on her visit found the child at home. 

14. Louis, fourteen years old, in the 6B, was reported for poor work 
and conduct, lateness and absence ; he had repeated many grades. Appeals 
to his mother always brought cooperation, but the result was not lasting. 
While talking things over with the boy it was discovered that most of the 
trouble was due to his having spent the greater part of his time outside of 
school gambling. He was receiving from ten to fifteen cents daily as 



225 

spending money and was one of a group of boys who were frequently late 
or absent, all due to the lure of the crap game. A visit was made when 
the father and an older brother were home and they promised to reduce 
the allowance until Louis would give up his friends and do better work in 
school. This he is doing and his teacher reports that he has very much 
improved in work and has had no lateness or absences since. 

15. Harry, in the 6A, eleven years old, made no effort in his work, 
came dirty and had "C" for conduct. Three visits were made at night 
before the Visiting Teacher was able to find the father at home. The 
mother was dead and the father often worked late at night so the children 
were allowed to do as they pleased, not for lack of interest, but because 
there seemed to be no other way. After his responsibility was made 
clear to the father, a plan was devised by the Visiting Teacher whereby 
the boy's aunt was induced to assume a better supervision over this child 
and a daily report of his work and conduct sent to her, with the under- 
standing that she would immediately notify the father when the boy falls 
back into his bad habits. The Assistant Principal states that the boy has 
done very much better and will be promoted. 



HOME CONDITIONS 

16. Little Concetta is eight years old. She used to be absent from 
school several half or whole days during the week. The rest of the time 
she would come to school looking dirty, forlorn, shy of teacher and school- 
mates. Upon visiting the family, I found the door locked and was speaking 
to their next door neighbor, when heavy steps on the rickety staircase, 
accompanied by sighs and lamentations in Italian, announced somebody's 
nearing the landing. It was the child's old grandmother, a very old 
woman, with innumerable wrinkles on her face. She had a heavy load of 
wood on her head, a pitiful sight to behold. She, it was, in whose care 
her dead daughter left Concetta and her two sisters. Their father is a 
day laborer. It needs no words to prove that this poor old woman was 
not the proper guardian for such young children — the oldest in school and 
thirteen, mothering her younger sisters as well as she could. She told me 
that Concetta does not like to be washed, that she faints when threatened 
with a visit to the public baths. I had several meetings with all three 
children. I taught the younger ones to obey their older sister, as they 
would their mother, and to learn how to keep clean even without her 
assistance. Several times the little ones presented themselves to me for 
inspection and the gradual change in their appearance was almost perfect. 
Finally they liked the idea of teaching the other little girls in the block to 
be as clean as they have learned to be and on Thursday, the days of my 
visits to this particular school, would bring to me one or two little converts 
to cleanliness. 



226 

17. Joseph is in a SB grade. He used to be absent from school with- 
out bringing any notes from his parents, as to the reason for his frequent 
absence. He would spend his time in the park, as he afterwards con- 
fessed to me, aU)ne, without any companions. Study? He did have this 
in his mind. Upon visiting his home I found that both his father and 
mother were going out to work, though he was their only child. They 
needed money to go back to Italy, the neighbors explained to me. The 
boy was so pitifully neglected physically and mentally as to have lost all 
resemblance with a civilized being. Cordial talks with the boy, examples 
of great Americans famiUar to him, l^roke the stubborn resistance to all 
attem])t at confidence and repeated appeal to his better nature, an inno- 
cent 1)ribe in the shape of a ball gradually brought about our mutual 
friendship and resulted in the boy's personal cleanliness, regular school 
attendance and improved scholarship followed by promotion to a higher 
grade. 

18. Arthur is in a 7B grade and shows very good ability for drawing. 
He is tall, healthy, looks older than his age. On several occasions I called 
on his mother to see why he was neglected, why he was sent to school in 
rags and often without food. I found his mother nervous, erratic. From 
the boy I learned afterwards that the clean clothes his mother showed me 
as rejected by him belonged to his older brother, whom his parents favored, 
as he worked and brought his meager earnings to the family. The boy's 
earnest wish is to graduate from public school and enter Cooper Union to 
continue his studies, especially drawing. His father wanted him to go to 
work now, refusing to support him another year. I visited his home 
again. It was a hard task to bring this almost feeble-minded mother to 
rational thinking. She promised, however, to plead with the father and, 
word by word, I made her repeat what she was to say to him. I advised 
the boy also to approach his father in a respectful way, asking his per- 
mission to remain in public school another year till graduation, and ex- 
plaining the better future for himself and family. He succeeded, pro- 
vided the father would not have to support him during this year, above 
giving him food and shelter. The boy has secured a position for the 
summer. He promised me to save all he can from his wages, and if neces- 
sary I shall try to get a scholarship for him in the fall. And so, I hope 
that a broader road will open before him by way of Cooper Union next 
year. 

These visiting teachers are doing a fine piece of work as 
witnessed by all principals who have had them assigned to their 
schools. The call for a much larger number of them to engage 
in their special work is insistent. It was expected that we could 
increase the force by at least nine this year and more the coming 
year, but apparently this cannot be done owing to a lack of funds. 



227 

If we could have forty-eight visiting teachers, one for each dis- 
trict in the city, the problem of incipient truancy and delinquency 
would be solved to a very large extent, school attendance would 
be improved, overage and retardation lessened, and many, many 
more of our boys and girls would be kept in school and induced 
to be more worth-while citizens. 



H. C. HALLENBECK, PRINTER 
NEW YORK 



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